Relevant bibliographies by topics / L1/L2 link

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers
  5. Reports

Academic literature on the topic 'L1/L2 link'

Author: Grafiati
Published: 7 July 2024
Last updated: 19 July 2025

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Journal articles on the topic "L1/L2 link"

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Smadi, Dema. "Phonetic L2 development and phonetic attrition in L1 Arabic L2 English immigrants’ voiced stop production." Journal of the Acoustical Society of America 156, no. 4_Supplement (2024): A47. https://doi.org/10.1121/10.0035057.

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This study investigates the impact of L2 development in L1 Arabic L2 English speakers on their L1 voiced stop production during a word reading task potentially indicating a use-driven aspect to phonetic attrition in immigrants' speech. The study involved 10 participants who have been residing in the US for durations ranging from 1 to 24 years. Previous research on the influence of L2 exposure on L1 speech found conflicting results: some studies suggest stronger phonetic attrition following prolonged immersion, while others emphasize changes in the early stages of exposure (Flege, 1987; Chang,
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Andreou, Georgia, and Maria Segklia. "Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer." English Linguistics Research 6, no. 3 (2017): 62. http://dx.doi.org/10.5430/elr.v6n3p62.

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Research has repeatedly shown a cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) and its impact on L2 learning. In the present article we report preliminary results from a pilot study we conducted in order to examine linguistic skills transfer from L1 (Greek) to L2 (English) among secondary school students with learning difficulties (L.D.). Our results have shown that the difficulties that occur in L1 (decoding reading skills and spelling) also occur in L2. These findings are in line with previous research and enhance further the existence of th
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Méndez, Lucía I., and Gabriela Simon-Cereijido. "A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures." Journal of Speech, Language, and Hearing Research 62, no. 6 (2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.

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Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assesse
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OGASA, EIJI. "RIBBON-MOVES OF 2-LINKS PRESERVE THE μ-INVARIANT OF 2-LINKS". Journal of Knot Theory and Its Ramifications 13, № 05 (2004): 669–87. http://dx.doi.org/10.1142/s0218216504003366.

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We introduce ribbon-moves of 2-links, which are operations to make 2-links into new 2-links by local operations. Let L1 and L2 be 2-links. Then the following hold. (1) If L1 is ribbon-move equivalent to L2, then we have [Formula: see text] where μ( ) is the μ invariant of 2-links which is defined naturally by using the μ invariant of spin closed 3-manifolds. (2) Suppose that L1 is ribbon-move equivalent to L2. Let Wi be arbitrary Seifert hypersurfaces for Li. Then the torsion part of H1(W1)⊕H1(W2) is isomorphic to G⊕G for a finite abelian group G. (3) Not all 2-knots are ribbon-move equivalent
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Yamada, Hiroko. "Interpreting Process Analyzed Based on the Multidirectional Reformulation Activities of New Learners." Theory and Practice in Language Studies 8, no. 3 (2018): 267. http://dx.doi.org/10.17507/tpls.0803.01.

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Aiming at a comprehensive account of interpreting processing, this paper first examines the efficacy of reformulation activities employed in interpreting classes at a university and then analyzes the reformulating products so as to explore the comprehension and the reformulation phases in line with three distinguished hypotheses. They are the meaning-based comprehension (deverbalization) and the form-based comprehension, both of which have the precedence over reformulation phase, and the TL parallel processing occurring during the SL comprehension, in which language-pair specific process is di
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Piechurska-Kuciel, Ewa, Katarzyna Ożańska-Ponikwia, and Katarzyna Skałacka. "Can the neuroticism-willingness to communicate relationship across languages be explained by anxiety?" Moderna Språk 115, no. 4 (2021): 176–99. http://dx.doi.org/10.58221/mosp.v115i4.6784.

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This study focuses on the role of neuroticism in shaping L1 and L2 users’ communicative behaviour, as represented by the L1/L2 users’ willingness to communicate (WTC). It was expected that this relationship could be explained by language-specific forms of anxiety: communication apprehension (CA) in L1 communication, and language anxiety (LA) in L2 communication. The participants were 621 Polish secondary grammar school students at the intermediate to upper-intermediate levels of English proficiency. Two mediation analyses revealed that for L1 communication, neuroticism was significantly relate
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Purmohammad, Mehdi. "Linguistic alignment in L1–L2 dialogue." Language and Dialogue 5, no. 2 (2015): 312–33. http://dx.doi.org/10.1075/ld.5.2.07pur.

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The aim of this paper is to investigate alignment in L1–L2 dialogue. More specifically, I examine to what extent alignment in L1–L2 is different from alignment in L1–L1 dialogue. I investigate different variables that may affect linguistic alignment in the course of L1–L2 dialogue. As more variables, such as differences in language proficiency of interlocutors, affect the linguistic alignment in L1–L2 dialogue, it appears that linguistic alignment in L1–L2 dialogue is different from linguistic alignment in L1–L1 dialogue both quantitatively and quantitatively. I also discuss the mechanisms tha
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Fitzpatrick, Tess, and Cristina Izura. "WORD ASSOCIATION IN L1 AND L2." Studies in Second Language Acquisition 33, no. 3 (2011): 373–98. http://dx.doi.org/10.1017/s0272263111000027.

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Word association responses in first-language (L1) Spanish and second-language (L2) English were investigated by means of response latencies and types of associative response produced. The primary aims were to establish whether (a) some response types are produced more often or faster than others, (b) participants’ L2 response time profiles mirror those of their L1, and (c) participants’ L2 association responses are mediated by their L1 and modulated by proficiency. Results indicate that responses are faster when a double association link is produced—that is, when the response is associated by
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Alshmmari, Yousef H. S. M. M., and Abdullah S. A. A. F. Alfarhan. "A Comparative Analysis of Forward and Backward Translation Speeds among Arabic-English Bilinguals." British Journal of Education 11, no. 5 (2023): 30–38. http://dx.doi.org/10.37745/bje.2013/vol11n53038.

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The purpose of this investigation was to determine the speed of backward and forward translation among Arabic-English bilinguals. Using a backward and forward translation task, the link between lexical activation in L1 and L2 was explored. From a total of 50 bilingual participants who completed a translation task, two groups were constructed. They were tasked with translating a list of words from Arabic to English and vice versa. The completion duration of the task was measured and assessed. The translation assignment includes both L1 and L2 translations. The purpose of the study was to determ
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Masrai, Ahmed. "The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 121. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.121.

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Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic
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Dissertations / Theses on the topic "L1/L2 link"

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Simonin, Marie-Claire. "Rôle de la langue première dans l'apprentissage du français à l'école maternelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH014.

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Ce travail de thèse s'inscrit dans les domaines de la linguistique de l'acquisition, de la sociolinguistique et de la didactique des langues. Il s'agit d'une recherche-action qui vise à mieux appréhender l'acquisition du langage chez des enfants bilingues émergents de 3 à 5 ans, c'est-à-dire l'appropriation simultanée et/ou consécutive de deux langues, dans le contexte d'une école maternelle située en éducation prioritaire et dont le public est multilingue (une vingtaine de langues premières). L'objectif de la recherche consiste à observer comment l'enfant peut s'appuyer sur des compétences dé
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Papangeli, Angeliki. "language development and on-line processing in L1 and L2 children." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529963.

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Brugnerotto, Sara. "Gesture and prosody: cognitive and communicative effort in L1 and L2." Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3426323.

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Gestures and speech are two interconnected features of human communication. Studies have shown that they develop together and they both covey semantic and pragmatic meanings (Kendon, 2004; McNeill, 1992). Furthermore, gestures seem to be also linked to the prosodic features of speech since they also share synchronicity aspects and are often temporally aligned (McClave, 1991; Esteve-Gibert & Prieto, 2013). The co-production of gestures and speech, thus, seems to have a number of different functions both at the cognitive and at the communicative levels. On the one hand, in fact, gestures seem
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Zanlorenzi, Federica <1997&gt. "El aprendizaje de las unidades fraseológicas por parte de los niños en L1, L2 o LE." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21784.

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La mia tesi di laurea magistrale ha come tema l’acquisizione delle unità fraseologiche da parte dei bambini in L1, L2 o LS. Al giorno d’oggi siamo immersi in una società cosmopolita, che ci spinge a relazionarci con persone e culture di paesi diversi. È importante, perciò, abituare i nostri bambini a questa realtà fin da piccoli attraverso l’apprendimento delle lingue straniere, cosa che per loro risulta essere un processo molto naturale. Imparare una lingua straniera comporta anche venire a contatto con modi di dire, proverbi, frasi, espressioni di routine, le cosiddette unità fraseologiche.
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Rognoni, Luca. "The Phonetic Realization of Narrow Focus in English L1 and L2. Data from Production and Perception." Doctoral thesis, Università degli studi di Padova, 2014. http://hdl.handle.net/11577/3424035.

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The typological differences between the two languages are reflected in the strategies adopted to mark sentence-level prominence. While English mark focus by modulating prosodic parameters (namely, pitch, duration and intensity), Italian normally recurs to word order strategies, benefitting from the freer word order admitted by its syntax. This study is aimed to investigate the acquisition of the prosodic marking of narrow non-contrastive focus by Italian speakers of English L2. This study was mainly aimed at: (a) determining and comparing the prosodic cues used by English native speakers an
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Battaglia, Silvia Maria <1991&gt. "Dislessia e bilinguismo: la comprensione e la produzione di strutture sintatticamente complesse in parlanti di italiano L1 e L2 con e senza DSA." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11537.

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Abstract Questo studio si pone come obiettivo quello di testare alcune strutture sintatticamente complesse della lingua italiana in studenti italiani e stranieri frequentanti la classe quinta della Scuola Primaria. All’esperimento hanno partecipato in totale 70 alunni suddivisi in quattro gruppi: 3 soggetti italiani con disturbi specifici dell’apprendimento, (DSA) (età: 10;6-11;3 anni), 3 soggetti stranieri con DSA (età: 10;7-11;1); 40 soggetti normodotati italiani (età: 10;5-11;8) e 24 soggetti normodotati stranieri (età: 10;5-11;5). I due gruppi sperimentali testati (DSA italiani e DSA stra
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Book chapters on the topic "L1/L2 link"

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Han, Weifeng. "Chapter 7. “Grammar, I hate” or “I grammar hate”?" In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.07han.

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Cross-module interfaces, such as the syntax-semantics interface, are among the most problematic properties to fully acquire in a second language (L2). First language (L1) monodialectal and bidialectal speakers may show different performances at the interfaces in L2. However, little is known if such a different performance is caused by learners’ diverse L1 dialectal backgrounds. The study is motivated by the need to link speech-language pathology and word order typological studies in a bidialectal/bilingual context. The aim is to investigate L1 bidialectism in the L2 syntax-semantics interface acquisition outcome and to separate language difference from language disorder. A sentence-picture matching task on the topic-comment structure was administered among 37 Mandarin monodialectal and 39 Mandarin – Wu bidialectal child speakers. Results of a generalized linear model showed that L1 bidialectals exhibited better syntactic-semantic awareness in L2 than their L1 monodialectal counterparts. The results showed that mono- and bidialectal speakers have different performance patterns at the syntax-semantics interface involving noncanonical word orders for L2. However, the L2 performance was under the impact of language difference between L1 and L2, it does not qualify for Developmental Language Disorder (DLD). Finally, the study offers both theoretical and clinical implications for the diagnosis and assessment of bilingual DLD.
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Herschensohn, Julia, and Deborah Arteaga. "Methods and approaches in second language research of L2 French syntax." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/rmal.9.07her.

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Abstract This chapter evaluates methodological inquiries to L2 acquisition (L2A) of French syntax and approaches used to carry them out. Over four decades, a range of theoretical approaches to L2 French syntax have prevailed in North America, Asia and Europe. For example, the generative or Universal Grammar (UG) perspective maintains that learning entails elaboration of an L2 grammar determined by universal principles and L1 influence. Functionalist approaches take a more wholistic perspective in situating syntax within the sociocultural context, examining both its interface with pragmatics and its place within the learner’s interlanguage. Earlier investigations primarily used offline data from spontaneous and elicited production and comprehension tasks involving metalinguistic grammaticality judgement. Current research emphasizes the growing importance of methodology, including considerations of proficiency level, range of data collection methods, validity and replicability. Recent articles treating French syntax range in methodology from sociolinguistic interview to real-time eye-tracking; furthermore, publishers of this research encourage authors to make available materials (IRIS database) and to share in Open Source. This chapter first outlines theoretical approaches to L2 French syntax; it then critically examines methodological developments in data collection and analysis, while pointing to future directions of research, including the link between L2A research and pedagogy.
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Snape, Neal, Mari Umeda, and Hironobu Hosoi. "Chapter 6. L2 acquisition of English flexible count and flexible mass nouns by L1-Japanese and L1-Spanish speakers." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.06sna.

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We examine the acquisition of the English count-mass distinction, in particular flexible nouns. Certain nouns are flexible in English as they can be either countable like a cake / cakes or mass such as cake. Our study is unique regarding the off-line and on-line tasks used and the L2 participant groups. We administered a quantity judgement task and a self-paced reading task to L1-Japanese and L1-Spanish speakers who judged four conditions – Count, Object, Substance and Flexible. The findings show that both L1-Japanese and L1-Spanish speakers performed differently on both tasks from the native speaker controls. We argue that the results of the self-paced reading task are inconsistent with the claims made by the Morphological Congruency Hypothesis (Jiang et al., 2011).
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Guijarro-Fuentes, Pedro. "Chapter 4. The acquisition of object drop in L2 Spanish by German speakers." In Language Acquisition in Romance Languages. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/bpa.18.04gui.

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This study investigates the use of null objects in adult L1 German-L2 Spanish speakers. Spanish null objects are licensed under two conditions: (i) semantically, null objects must be [-definite, -specific] (Franco, 1993; Sánchez, 2004), and (ii) syntactically, null objects cannot be generated within an island or Phase Impenetrability in recent minimalist conceptions (Chomsky, 2001), as they involve A’-movement (triggered by [+ Top] feature). Object topic drop in German, on the other hand, does not exhibit the same semantic restrictions as Spanish (Müller &amp; Hulk, 2001). Using a production task, the predictions of two competing models of L2 acquisition are tested. While the Interpretability Hypothesis (e.g., Hawkins &amp; Hattori, 2006; Tsimpli &amp; Dimitrakopoulou, 2007) claims that interpretable features can be fully acquired by adult L2ers, uninterpretable features not instantiated in the L1 are no longer available to adult learners, the Feature Reassembly Hypothesis (Lardiere, 2009) proposes that L2 speakers transfer features that share the same morpholexical expressions in the L1 and L2, and when they do not, learners must (re)assemble them into new configurations. Unlike the IH, FRH does not predict special difficulties with uninterpretable features. The results from the native speaker group show that they respect the semantic constraints in great measure, but show some variability with the syntactic restrictions by producing (unpredicted) null objects under some of the islands tested. Moreover, the results from the L2ers show sensitivity to the semantic constraint, although it is not as categorical as in the native group. Similarly, L2ers show sensitivity to the syntactic constraints in that they generally prefer explicit objects when these are generated inside islands, but it varies by island (not in the same way as in the NS group) and by speaker (group). In light of our results, we conclude that the results are more in line with the Feature Reassembly Hypothesis. Ultimately, these results show that adult L2ers are able to make distinctions which would not be expected if second language acquisition were fundamentally different from L1 acquisition and UG were inoperative in this population.
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Priestley, H. A. "The spaces L1, L2, and LP." In Introduction to Integration. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780198501244.003.0028.

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Abstract We have hitherto exploited the vector space structure of L, and dealt with various approximating sequences to integrable functions: Linc -sequences, truncations, etc. This chapter brings these ideas together in a systematic way and sets spaces of integrable functions in their rightful place in the mathematical orchestra. We can play here only a snatch of the overture to the symphony in which integration theory and functional analysis come together in concert. More advanced texts take up the refrain from where we are forced to leave it.
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Conference papers on the topic "L1/L2 link"

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Janković, Aleksandra A. "THE CONNECTION BETWEEN INTENSIVE PRE-SLEEP L2 EXPOSURE AND THE OCCURRENCE OF FOREIGN- LANGUAGE DREAMS." In XVI Naučni skup mladih filologa Srbije. University of Kragujevac, Faculty of Philology and Art, Serbia, 2025. https://doi.org/10.46793/mfxvi-1.175j.

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Even though people mostly dream in their native language (L1), it sometimes happens that bilinguals and plurilinguals dream in other languages as well (their L2, L3, etc.). The objective of this study was to explore whether intensive exposure to a foreign language, especially immediately before sleep, can lead to the occurrence of L2 dreams. The main hypothesis tested was that it is possible to be sufficiently exposed to a foreign language to dream in it, even without living in an environment where the given language is spoken as L1. Fifty-four university students from Serbia were asked to ref
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Silva, Aléxia Dos Santos, Filipe Francelino Da Silva, Bárbara Ashley Trindade Santos, Robson Barbosa De Lima, and Pedro Luiz De França Neto. "OS EFEITOS DO ATEZOLIZUMABE UTILIZADO COMO IMUNOTERÁPICO NO CÂNCER DE PULMÃO." In I Congresso Brasileiro de Imunologia On-line. Revista Multidisciplinar em Saúde, 2021. http://dx.doi.org/10.51161/rems/946.

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Introdução: Em junho de 2019 foi aprovado pela ANVISA a utilização do atezolizumabe como inibidor de anti- PDL1 , para o tratamento de câncer de pulmão em estágio III tendo a associação com quimioterapia baseado em platina. O atezolizumabe, conhecido também como Tecentriq® é um anticorpo monoclonal de imunoglobulina G1 humanizado com domínio Fc, onde se liga diretamente ao PD-1 que possibilita um bloqueio duplo dos receptores PD-1 e B7.1, ocasionando uma inibição mediada pela via PD-L1/ PD-1 da resposta imune, envolvendo uma reativação de resposta imune antitumoral sem induzir citotoxicidade c
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Shirazi-Adl, A., and M. Parnianpour. "Response of the Lumbar Spine in Large Compression Loads: Stability Demands in Neutral Postures." In ASME 1996 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/imece1996-1234.

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Abstract In neutral standing and sitting postures, the human lumbar spine is known to be subjected to both compression force and flexion/lateral moments. For the whole trunk, the centre of mass has been reported to be about 2.0 cm anterior to the L1-L2 vertebral centroid [1]. Due to the asymmetry of the upper body about the sagittal plane, lateral moments likely exist as well. The magnitude of these moments is affected by the location of the line of gravity relative to the vertebrae, and therefore, by the spinal posture (ie, pelvic rotation and lumbar lordosis). Changes in the sagittal curvatu
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CHERVENKA, TALITA SANT'ANA. "DIROFILARIOSE E SUA IMPORTÂNCIA NA CLÍNICA MÉDICA." In I Congresso Nacional de Especialidades Veterinárias On-line. Revista Multidisciplinar em Saúde, 2022. http://dx.doi.org/10.51161/convesp/5626.

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Introdução: A Dirofilariose é uma doença zoonótica parasitária, sendo causada pelo verme nematódeo Dirofilaria immitis, conhecido também como verme do coração. Esses parasitas medem de 12 a 30 centímetros de comprimento. Sua prevalência é maior em regiões tropicais, subtropicais, possuindo maior incidência no verão. Objetivo: Abranger o conhecimento sobre a doença Dirofilariose para todos os profissionais da área de medicina veterinária, visando a ampliação do conhecimento de todos. Metodologia: Revisão de literatura realizada em 2022 empregando as informações da Revista Científica Eletrônica
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Choi, Woojin, Siyoung Choi, Ka Sanghoon, Kim Sunwoong, and Sohn Moonjun. "A Study on the Spatial Location of HCP and Spinopelvic Alignment when Sitting on an Automotive Seat." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002989.

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The design of automotive seats is an important design factor that affects the biomechanical alignment of the driver's spinopelvic alignment when in a seated state. However, there is a lack of biomechanical studies evaluating body changes in a driver's seated state in a driving environment. Therefore, urgent research is needed on driver-specific basic data that can be used as basic data to be considered in the development and design of automotive seats.Purpose: The purpose of this study is to measure the difference in the alignment of the spine and pelvis according to the driver's sitting postu
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Reports on the topic "L1/L2 link"

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McEntee, Alice, Sonia Hines, Joshua Trigg, et al. Tobacco cessation in CALD communities. The Sax Institute, 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups
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