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کلمات کلیدی: بازخوردتصحیحی, دانش دستوری, رفع اشکال ضمنی اعلانی, رفع اشکال ضمنی پرسشی, رفع اشکال غیرمستقیم, رفع اشکال مستقیم
Table of Contents
Title Page
Acknowledgements………………………………………………………….…….VI
List of Tables………………………………………………………………………X
List of Figures………………………………………………………………….……X
Abstract……………………………………………………………………………XI
Chapter One: Introduction
Preliminaries……………………………………………………………………….2
Statement of Problem ……………………………………………………………..3
The Significance of the study………………………………………………..…….4
Objectives of the Study……………………………………………..……………..5
Research Questions and Hypotheses…………………..…………………………..5
Definition of the Key Terms…………………….…………………………………6
Chapter Two: Review of the Literature
Introduction………………………………………………………………………10
Errors and Mistakes….……………………………………………………………11
Types of Errors to Be Corrected………………………………………………12
The Best Time for Error Correction……………………………………….…19
Teacher-, Peer-, or Self-Correction…………………………………….…….23
Corrective Feedback from Different Viewpoints…………………………..…….26
Positive Perspectives on Corrective Feedback………………………….……28
Negative perspectives on Corrective Feedback……………………………….33
Types of Corrective Feedback………………………………………..………….36
Overt Correction……………………………………………………….……..42
Recasts…………………………………………………………………….….49
Declarative and Interrogative Recasts………………………………….58
کلمات کلیدی: بازخوردتصحیحی, دانش دستوری, رفع اشکال ضمنی اعلانی, رفع اشکال ضمنی پرسشی, رفع اشکال غیرمستقیم, رفع اشکال مستقیم
Table of Contents
Title Page
Acknowledgements………………………………………………………….…….VI
List of Tables………………………………………………………………………X
List of Figures………………………………………………………………….……X
Abstract……………………………………………………………………………XI
Chapter One: Introduction
Preliminaries……………………………………………………………………….2
Statement of Problem ……………………………………………………………..3
The Significance of the study………………………………………………..…….4
Objectives of the Study……………………………………………..……………..5
Research Questions and Hypotheses…………………..…………………………..5
Definition of the Key Terms…………………….…………………………………6
Chapter Two: Review of the Literature
Introduction………………………………………………………………………10
Errors and Mistakes….……………………………………………………………11
Types of Errors to Be Corrected………………………………………………12
The Best Time for Error Correction……………………………………….…19
Teacher-, Peer-, or Self-Correction…………………………………….…….23
Corrective Feedback from Different Viewpoints…………………………..…….26
Positive Perspectives on Corrective Feedback………………………….……28
Negative perspectives on Corrective Feedback……………………………….33
Types of Corrective Feedback………………………………………..………….36
Overt Correction……………………………………………………….……..42
Recasts…………………………………………………………………….….49
Declarative and Interrogative Recasts………………………………….58
Advantages and Disadvantages of Recasts……………………………..59
Uptake…………………………..………………………………………………..63
Final Remarks……………………………..……………………………………..65
Chapter Three: Method
Introduction……………………………………………………………..………..69
Setting and Participants………………………………..…………………………69
Instruments………………………………..………………………………………70
Procedures……………………………………..…………………………………71
Data Analysis………………………………………………………………….…73
Design……………………………………………………………………..……..73
Chapter Four: Data Analysis and Results
Introduction…………………………………………..…………………………..75
Results…………………………………………..………………………………..75
Chapter Five: Summary, Discussion, and Conclusion
Introduction……………………………..………………………………………..84
Summary…………………………………………………………………………84
Discussion……………………………………………………………………..…86
Conclusion………………………………………………………………………..89
Pedagogical Implications………………………..……………………………….90
Limitations of the Study……………………………..……………………………92
Suggestions for Further Research……………………..…………………………93
References…………………………………………………………………………95
Appendices……………………………………………………………………….118
Appendix A: Test of Grammar…………………………………………………119
Appendix B: Reliability Calculation……………………………………………122
Appendix C: Consent form……………………………………………..………125
List of Tables
Title Page
Table 2.1 Twelve Descriptive Studies of Classroom CF in Ascending Order of CF Moves per Hour…………………………………………………………………….57
Table 4.1 Descriptive Statistics for the Participants’ Homogeneity in the Pre-test..75
Table 4.2 Independent Samples t-test for the Homogeneity of the Recast and Overt Correction Groups………………………………………………………………….76
Table 4.3 Descriptive Statistics for the Overt Correction Group….……………….76
Table 4.4 Paired Samples t-test for the Overt Correction Group……..……………77
Table 4.5 Descriptive Statistics for the Recast Group…………….………………..78
Table 4.6 Paired Samples t-test for the Recast Group……………..………………78
Table 4.7 Group Statistics for the Recast and Overt Correction Groups……..……79
Table 4.8 Independent Samples t-test for the Overt Correction and Recast Groups79
Table 4.9 Percentages of the Responses……………………………………………81
Table 4.10 Chi-square Test Results……………..…………………………………81
List of Figures
Figure 2.1………………………………………………………………………..…52
Abstract
The need to make corrections is inherent in the teaching profession, but teachers are often unsure as to how much to correct, or even how to go about it. Although a large body of research examined the effectiveness of certain types of error treatment methods, there has been little research done to investigate the efficacy of different types of corrective feedback on EFL learners’ grammar accuracy through eliciting repeated performances. The main objective of the study was to see if two types of corrective feedback, overt correction and recast, could help Iranian EFL learners’ grammar achievement at the intermediate level. The study was also an attempt to see which of these two types of corrective feedback could lead to a better grammar achievement. In addition, two methods of recast, declarative and interrogative, were under investigation to figure out which method of recast Iranian EFL learners at the intermediate level preferred to be used by instructors. Fifty male EFL students studying at the intermediate level at the Iran Language Institute, Yazd branch, Iran, took part in this study. They were divided into two groups who received corrective feedback through overt correction and recast. A pre-test was administered at the beginning before the consecutive process of corrective feedback provision started, and a post-test was given at the end when the process finished. The procedure of test administration and the content was the same for both overt correction and recast groups. The only difference was in the treatment, in which the errors of the overt correction group were corrected overtly, but the errors of the recast group were corrected implicitly. The results of the study indicated that both overt correction and recast as two types of corrective feedback could help Iranian language learners at the intermediate level develop their grammar knowledge over the instruction. Between-groups comparison revealed that there was no significant difference between the overt correction and recast groups with regard to their grammar performance. Additionally, a survey was conducted to explore the participants’ preferable type of recast, declarative or interrogative. A careful consideration of the percentages of declarative and interrogative recast choices showed a significant preference for interrogative recasts by the group receiving recasts in their class. The findings of this study suggested that both overt correction and recast are equally beneficial and might facilitate the process of grammar acquisition by Iranian EFL learners at the intermediate level.
Keywords: Corrective Feedback, Declarative Recasts, Grammar Knowledge, Interrogative Recasts, Overt Correction, Recasts.
Chapter One
Introduction
Preliminaries
Error correction of both oral and written mistakes occupies a prominent place in English Language Teaching (ELT) literature and continues to be a divisive issue. In the past, the consensus was that errors of any kind were bad. While reading aloud in class, students would have every pronunciation mistake corrected on the spot. In written work, all mistakes would be shown, very seriously put in red ink. Offering an answer in class often risked losing face and sometimes being reprimanded for being lazy if the answer was incorrect. More recently, however, in English language classrooms, there has been a shift in attitude to errors. Errors are regarded as indicators that learners are experimenting with a language, or testing out a new language hypothesis, or progressing in general.
Advantages and Disadvantages of Recasts……………………………..59
Uptake…………………………..………………………………………………..63
Final Remarks……………………………..……………………………………..65
Chapter Three: Method
Introduction……………………………………………………………..………..69
Setting and Participants………………………………..…………………………69
Instruments………………………………..………………………………………70
Procedures……………………………………..…………………………………71
Data Analysis………………………………………………………………….…73
Design……………………………………………………………………..……..73
Chapter Four: Data Analysis and Results
Introduction…………………………………………..…………………………..75
Results…………………………………………..………………………………..75
Chapter Five: Summary, Discussion, and Conclusion
Introduction……………………………..………………………………………..84
Summary…………………………………………………………………………84
Discussion……………………………………………………………………..…86
Conclusion………………………………………………………………………..89
Pedagogical Implications………………………..……………………………….90
Limitations of the Study……………………………..……………………………92
Suggestions for Further Research……………………..…………………………93
References…………………………………………………………………………95
Appendices……………………………………………………………………….118
Appendix A: Test of Grammar…………………………………………………119
Appendix B: Reliability Calculation……………………………………………122
Appendix C: Consent form……………………………………………..………125
List of Tables
Title Page
این مطلب را هم بخوانید :
Table 2.1 Twelve Descriptive Studies of Classroom CF in Ascending Order of CF Moves per Hour…………………………………………………………………….57
Table 4.1 Descriptive Statistics for the Participants’ Homogeneity in the Pre-test..75
Table 4.2 Independent Samples t-test for the Homogeneity of the Recast and Overt Correction Groups………………………………………………………………….76
Table 4.3 Descriptive Statistics for the Overt Correction Group….……………….76
Table 4.4 Paired Samples t-test for the Overt Correction Group……..……………77
Table 4.5 Descriptive Statistics for the Recast Group…………….………………..78
Table 4.6 Paired Samples t-test for the Recast Group……………..………………78
Table 4.7 Group Statistics for the Recast and Overt Correction Groups……..……79
Table 4.8 Independent Samples t-test for the Overt Correction and Recast Groups79
Table 4.9 Percentages of the Responses……………………………………………81
Table 4.10 Chi-square Test Results……………..…………………………………81
List of Figures
Figure 2.1………………………………………………………………………..…52
Abstract
The need to make corrections is inherent in the teaching profession, but teachers are often unsure as to how much to correct, or even how to go about it. Although a large body of research examined the effectiveness of certain types of error treatment methods, there has been little research done to investigate the efficacy of different types of corrective feedback on EFL learners’ grammar accuracy through eliciting repeated performances. The main objective of the study was to see if two types of corrective feedback, overt correction and recast, could help Iranian EFL learners’ grammar achievement at the intermediate level. The study was also an attempt to see which of these two types of corrective feedback could lead to a better grammar achievement. In addition, two methods of recast, declarative and interrogative, were under investigation to figure out which method of recast Iranian EFL learners at the intermediate level preferred to be used by instructors. Fifty male EFL students studying at the intermediate level at the Iran Language Institute, Yazd branch, Iran, took part in this study. They were divided into two groups who received corrective feedback through overt correction and recast. A pre-test was administered at the beginning before the consecutive process of corrective feedback provision started, and a post-test was given at the end when the process finished. The procedure of test administration and the content was the same for both overt correction and recast groups. The only difference was in the treatment, in which the errors of the overt correction group were corrected overtly, but the errors of the recast group were corrected implicitly. The results of the study indicated that both overt correction and recast as two types of corrective feedback could help Iranian language learners at the intermediate level develop their grammar knowledge over the instruction. Between-groups comparison revealed that there was no significant difference between the overt correction and recast groups with regard to their grammar performance. Additionally, a survey was conducted to explore the participants’ preferable type of recast, declarative or interrogative. A careful consideration of the percentages of declarative and interrogative recast choices showed a significant preference for interrogative recasts by the group receiving recasts in their class. The findings of this study suggested that both overt correction and recast are equally beneficial and might facilitate the process of grammar acquisition by Iranian EFL learners at the intermediate level.
Keywords: Corrective Feedback, Declarative Recasts, Grammar Knowledge, Interrogative Recasts, Overt Correction, Recasts.
Chapter One
Introduction
Preliminaries
Error correction of both oral and written mistakes occupies a prominent place in English Language Teaching (ELT) literature and continues to be a divisive issue. In the past, the consensus was that errors of any kind were bad. While reading aloud in class, students would have every pronunciation mistake corrected on the spot. In written work, all mistakes would be shown, very seriously put in red ink. Offering an answer in class often risked losing face and sometimes being reprimanded for being lazy if the answer was incorrect. More recently, however, in English language classrooms, there has been a shift in attitude to errors. Errors are regarded as indicators that learners are experimenting with a language, or testing out a new language hypothesis, or progressing in general.
موضوعات: بدون موضوع
لینک ثابت
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[سه شنبه 1399-07-01] [ 12:06:00 ب.ظ ]
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creates a friendly and low-anxiety learning environment that allows “all” rather than “some” students to participate (Kern, 1995; Lee, 2002, Magnan, Farrell, Jan, Lee, Tsai, & Worth, 2003) and make students improve their communicative skills faster than ever before. Although web-based language learners might choose to limit their online connection times, or they may not have access at all due to the connection problems, computers have a variety of offline software such as e-books and audio books which mostly lack the interactional factors but conquer this problem. They can be used by learners on their computers without any necessity for connection to the internet. In so many developing countries where the internet connections have a very low speed, these offline materials look so invaluable since they can prevent students from wasting their time. The impact of Computer Mediated Communication (CMC) on FL learning has been approved by so many researches (Kelm, 1992; Ker1995; Ortega, 1997). Given the characteristics of computer assisted language learning (CALL) as a medium of education, there seems to be a need to consider learners’ characteristics as an indivisible part of learning. In Ozlem Bayat (2011, p.107) words “EFL learners are responsible for finding settings outside school where the target language is used, for example: the internet, participation in certain activities and using self-access canters”. Autonomous learners are those who seek the opportunities to learn outside classroom setting and create their own instructional settings freed from the teacher (Breen & Mann, 1997). It is critical for learners to take advantage of as many opportunities as they can to learn and use the target language. Computers as a prominent part of these opportunities can help learners to foster their autonomy but the way in which they can be used is controvertible. In area of language learning, speaking skills have a privileged status in the language-learning world (Egan, 1999). Both educators and language learners consider speaking a fundamental communicative skill in which development is often expected. However, evidence reveals that foreign language educators regularly experience difficulties in fostering speaking activities due to multiple reasons – some of which are beyond their control. Understanding these difficulties and finding solution for improving students’ speaking thorough using different type of CMC is one of the aims of this study. Another influential factor in language learning situation is learner autonomy. Autonomy is generally defined as the capacity to take charge of, or responsibility for one’s own learning (Holec, 1981, p. 3). It is both a social and an individual construct, which involves the personal development of each student and, at the same time, interaction with others (La Ganza, 2001). Research findings ha creates a friendly and low-anxiety learning environment that allows “all” rather than “some” students to participate (Kern, 1995; Lee, 2002, Magnan, Farrell, Jan, Lee, Tsai, & Worth, 2003) and make students improve their communicative skills faster than ever before. Although web-based language learners might choose to limit their online connection times, or they may not have access at all due to the connection problems, computers have a variety of offline software such as e-books and audio books which mostly lack the interactional factors but conquer this problem. They can be used by learners on their computers without any necessity for connection to the internet. In so many developing countries where the internet connections have a very low speed, these offline materials look so invaluable since they can prevent students from wasting their time. The impact of Computer Mediated Communication (CMC) on FL learning has been approved by so many researches (Kelm, 1992; Ker1995; Ortega, 1997). Given the characteristics of computer assisted language learning (CALL) as a medium of education, there seems to be a need to consider learners’ characteristics as an indivisible part of learning. In Ozlem Bayat (2011, p.107) words “EFL learners are responsible for finding settings outside school where the target language is used, for example: the internet, participation in certain activities and using self-access canters”. Autonomous learners are those who seek the opportunities to learn outside classroom setting and create their own instructional settings freed from the teacher (Breen & Mann, 1997). It is critical for learners to take advantage of as many opportunities as they can to learn and use the target language. Computers as a prominent part of these opportunities can help learners to foster their autonomy but the way in which they can be used is controvertible. In area of language learning, speaking skills have a privileged status in the language-learning world (Egan, 1999). Both educators and language learners consider speaking a fundamental communicative skill in which development is often expected. However, evidence reveals that foreign language educators regularly experience difficulties in fostering speaking activities due to multiple reasons – some of which are beyond their control. Understanding these difficulties and finding این مطلب را هم بخوانید : این مطلب را هم بخوانید : solution for improving students’ speaking thorough using different type of CMC is one of the aims of this study. Another influential factor in language learning situation is learner autonomy. Autonomy is generally defined as the capacity to take charge of, or responsibility for one’s own learning (Holec, 1981, p. 3). It is both a social and an individual construct, which involves the personal development of each student and, at the same time, interaction with others (La Ganza, 2001). Research findings have provided evidence that autonomy is of general concern in second or foreign language learning (Dafei, 2007; Wenden, 1998; Zhang & Li, 2004). As a result, the trends in language teaching has recently moved toward making learners more autonomous and shifting the responsibility toward the learner (Wenden, 1998). Considering the above facts, it seems that in spite of the numerous studies which have tried to understand different aspects of CALL, still there ve provided evidence that autonomy is of general concern in second or foreign language learning (Dafei, 2007; Wenden, 1998; Zhang & Li, 2004). As a result, the trends in language teaching has recently moved toward making learners more autonomous and shifting the responsibility toward the learner (Wenden, 1998). Considering the above facts, it seems that in spite of the numerous studies which have tried to understand different aspects of CALL, still there
موضوعات: بدون موضوع
لینک ثابت
human (body) and the other(‘s body) in Gibson’s Trilogy. Therefore, the researcher elucidates the argument in three main chapters besides the chapters of introduction and conclusion. The second chapter provides a theoretical framework for this study through delineating Baudrillard’s key concepts, such as “hyperreality,” “simulacrum,” “simulation,” “disappearance,” etc. Baudrillard believes that power no longer exists except as “the simulation of power.” He demonstrates “the simulation of power” through expanding on “the hallucination of power,” “the circularization of power/the end of panopticon,” and “the simulation of terror.” With having recourse to these theories, the third chapter seeks to reveal the instances of “the simulation of power” in Gibson’s technological world. The fourth chapter, with an emphasis on the central notion of “disappearance,” attempts to indicate the metamorphosis of the human (body) to the post-human (body) and the recognition of the other(‘s body) which are caused by cyber- technologies, “cyborg” and “cyberspace.” Thus, the main focus of this chapter is to scrutinize the different types of hybrid characters that are continuously merging with ‘cyber- technologies’ and the different kinds of ‘cybertechnologies’ in order to delineate “the disappearance of the human (body) and the other(‘s body)” in light of Baudrillard’s theories in Gibson’s novels. Chapter five presents the findings. As this study concludes, Gibson’ novels depict the technological world in which everything might be simulated/disappeared, or rather redefined through merging with ‘cybertechnologies.’ Keywords: Hyperreality, Simulacrum, Simulation of power, Disappearance of the human (body), Disappearance of the other(‘s body), Jean Baudrillard, William Gibson List of Abbreviations C Z Gibson, William. Count Zero. N.p.: Arbor House Pub Co, 1986. F F Baudrillard, Jean. Forget Foucault. Trans. Nicole Dufresne. Los Angeles: Semiotext(e), 2007. M L O Gibson, William. Mona Lisa Overdrive. N.p:N.p, [1988]. N Gibson, William. Neuromancer. N.p:N.p, [1984]. S & S Baudrillard, Jean. Simulacra and Simulation. Trans. Sheila Faria Glaser. Michigan: University of Michigan Press, [1994?]. T T O E Baudrillard, Jean. The Transparency of Evil: Essays on Extreme Phenomena. Trans. James Benedict. London and New York: Verso, 1993. Table of Contents Dedication……………………………………………………………………….. I Acknowledgements……………………………………………………………. II Abstract .. III List of Abbreviations……………………………………………………………V Chapter One: Introduction.. 1 1.1 General Background……………………………………………………………………………………….. 1 1.2 Statement of the Problem………………………………………………………………………………… 9 1.3 Objectives and Significance of the Study………………………………………………………. 10 1.3.1 Hypothesis. 10 1.3.2 Significance of the Study. 11 1.3.3 Purpose of the Study. 13 1.3.4 Research Questions. 14 1.4 Review of Literature………………………………………………………………………………………. 15 5 Materials and Methodology…………………………………………………………………………… 19 1.5.1 Definition of Key Terms. 19 1.5.2 Motivation and Delimitation. 20 6 Organization of the Study……………………………………………………………………………….. 21 Chapter Two: Simulation and Disappearance. 23 Introduction. 23 2.1 Baudrillard’s Trajectory of Thought……………………….………………….24 2.2 Simulation……………………………….…………………………………… 26 2.2.1 Simulation of Power 31 2.3 Disappearance………………………………………………………………… 36 2.3.1 Disappearance of the Human (Body) 37 2.3.2 Disappearance of the other 42 Conclusion. 46 Chapter Three: Simulation of Power in Gibson’s Trilogy.. 47 Introduction. 47 3.1 The Hallucinatory Signs of Power………………………………………………49 3.2 From Panopticism to the End of Panopticism……………………………….. 51 3.2.1 The Portrayal and Violation of Panopticism in Neuromancer and Count Zero. 52 3.2.2 The End of Panopticism in Mona Lisa Overdrive. 60 3.3 Simulation of Terror….…………………………………………………………63. Conclusion………….………………………………………………………………65 Chapter Four: Disappearance of the Human (Body) and the other(’s Body) in Gibson’s Trilogy.. 67 Introduction. 67 4.1 The Metamorphosis of the Human (Body) to the Post-human (Body). 69 4.1.1 Cyborg (Technologies) 70 4.1.2 Cyberspace (Technologies) 76 4.2 The Recognition of the Other(‘s Body). 86 4.2.1 The Transparency of the Other(’s Body) 86 4.2.2 Simulation of the Other(’s Body) 90 Conclusion. 92 Chapter Five: Conclusion.. 96 5.1 Summing up. 96 5.2 Findings. 100 5.3 Suggestions for Further Research. 105 Works Cited.. 107 Chapter One: Introduction General Background William Ford Gibson, an American author, was born in 1948 in South Carolina. He was interested in science fictions and used to read the biographies of most American science fiction writers, and also the writings of Allen Ginsberg, Jack Kerouac, and William S. Burroughs, thus, he was influenced by William S. Burroughs. Gibson “was among the first to explore the implication of virtual communities, reality television, nanotechnology, the digital divide, locative art, and ubiquitous computing” (Henthorne 4). His fictions represent a technological society in which the traits of street culture, such as crime, drug addiction, horror, and chaos are highlighted (Cavallaro 5). Indeed, Gibson was among the first authors who wrote cyberpunk fictions. Cyberpunk fictions “can be seen as an expansion of the tradition of science fiction” (Verhulsdonck 14), a genre which narrates new technological modes of being in “an era of blurred ontologies” (Russell 79). Gibson started his literary career by his short stories which were collected in Burning Chrome (1986). His short stories were followed by his Sprawl Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988). The following novels are the Bridge Trilogy; Virtual Light (1993), Idoru (1996), All Tomorrow’s Parties (1999), and the Bigend Trilogy; Pattern Recognition (2003), Spook Country (2007), Zero History (2010). This study is focused on the Sprawl Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988). Neuromancer (1984) is a story of a console cowboy/ hacker, Henry Case, whose nervous system was damaged by his employers through Russian “mycotoxin,” so he cannot jack in cyberspace anymore. Case lives in a coffin in Cheap Hotel near Ninsei Street. He usually spends nights in Ninsei Street bars. Wage, Linda Lee (Case’s ex-girlfriend), and Julius Deane are the important characters in this period of Case’s life. After a year, one night when Case goes back to his coffin, a lady, Molly Millions, is waiting there. She was hired to help Case in a dangerous run which Armitage wants Case to do it. Indeed, Armitage wants to control Case through the glasses which were implanted into Molly’s eyes. After Case accepts to do the run, Armitage human (body) and the other(‘s body) in Gibson’s Trilogy. Therefore, the researcher elucidates the argument in three main chapters besides the chapters of introduction and conclusion. The second chapter provides a theoretical framework for this study through delineating Baudrillard’s key concepts, such as “hyperreality,” “simulacrum,” “simulation,” “disappearance,” etc. Baudrillard believes that power no longer exists except as “the simulation of power.” He demonstrates “the simulation of power” through expanding on “the hallucination of power,” “the circularization of power/the end of panopticon,” and “the simulation of terror.” With having recourse to these theories, the third chapter seeks to reveal the instances of “the simulation of power” in Gibson’s technological world. The fourth chapter, with an emphasis on the central notion of “disappearance,” attempts to indicate the metamorphosis of the human (body) to the post-human (body) and the recognition of the other(‘s body) which are caused by cyber- technologies, “cyborg” and “cyberspace.” Thus, the main focus of this chapter is to scrutinize the different types of hybrid characters that are continuously merging with ‘cyber- technologies’ and the different kinds of ‘cybertechnologies’ in order to delineate “the disappearance of the human (body) and the other(‘s body)” in light of Baudrillard’s theories in Gibson’s novels. Chapter five presents the findings. As this study concludes, Gibson’ novels depict the technological world in which everything might be simulated/disappeared, or rather redefined through merging with ‘cybertechnologies.’ Keywords: Hyperreality, Simulacrum, Simulation of power, Disappearance of the human (body), Disappearance of the other(‘s body), Jean Baudrillard, William Gibson List of Abbreviations C Z Gibson, William. Count Zero. N.p.: Arbor House Pub Co, 1986. F F Baudrillard, Jean. Forget Foucault. Trans. Nicole Dufresne. Los Angeles: Semiotext(e), 2007. M L O Gibson, William. Mona Lisa Overdrive. N.p:N.p, [1988]. N Gibson, William. Neuromancer. N.p:N.p, [1984]. S & S Baudrillard, Jean. Simulacra and Simulation. Trans. Sheila Faria Glaser. Michigan: University of Michigan Press, [1994?]. T T O E Baudrillard, Jean. The Transparency of Evil: Essays on Extreme Phenomena. Trans. James Benedict. London and New York: Verso, 1993. Table of Contents Dedication……………………………………………………………………….. I Acknowledgements……………………………………………………………. II Abstract .. III List of Abbreviations……………………………………………………………V Chapter One: Introduction.. 1 1.1 General Background……………………………………………………………………………………….. 1 1.2 Statement of the Problem………………………………………………………………………………… 9 1.3 Objectives and Significance of the Study………………………………………………………. 10 1.3.1 Hypothesis. 10 1.3.2 Significance of the Study. 11 1.3.3 Purpose of the Study. 13 1.3.4 Research Questions. 14 1.4 Review of Literature………………………………………………………………………………………. 15 5 Materials and Methodology…………………………………………………………………………… 19 1.5.1 Definition of Key Terms. 19 1.5.2 Motivation and Delimitation. 20 6 Organization of the Study……………………………………………………………………………….. 21 Chapter Two: Simulation and Disappearance. 23 Introduction. 23 2.1 Baudrillard’s Trajectory of Thought……………………….………………….24 2.2 Simulation……………………………….…………………………………… 26 2.2.1 Simulation of Power 31 2.3 Disappearance………………………………………………………………… 36 2.3.1 Disappearance of the Human (Body) 37 2.3.2 Disappearance of the other 42 Conclusion. 46 Chapter Three: Simulation of Power in Gibson’s Trilogy.. 47 Introduction. 47 3.1 The Hallucinatory Signs of Power………………………………………………49 3.2 From Panopticism to the End of Panopticism……………………………….. 51 3.2.1 The Portrayal and Violation of Panopticism in Neuromancer and Count Zero. 52 3.2.2 The End of Panopticism in Mona Lisa Overdrive. 60 3.3 Simulation of Terror….…………………………………………………………63. Conclusion………….………………………………………………………………65 Chapter Four: Disappearance of the Human (Body) and the other(’s Body) in Gibson’s Trilogy.. 67 Introduction. 67 4.1 The Metamorphosis of the Human (Body) to the Post-human (Body). 69 4.1.1 Cyborg (Technologies) 70 4.1.2 Cyberspace (Technologies) 76 4.2 The Recognition of the Other(‘s Body). 86 4.2.1 The Transparency of the Other(’s Body) 86 4.2.2 Simulation of the Other(’s Body) 90 Conclusion. 92 Chapter Five: Conclusion.. 96 5.1 Summing up. 96 5.2 Findings. 100 5.3 Suggestions for Further Research. 105 Works Cited.. 107 Chapter One: Introduction این مطلب را هم بخوانید : این مطلب را هم بخوانید : General Background William Ford Gibson, an American author, was born in 1948 in South Carolina. He was interested in science fictions and used to read the biographies of most American science fiction writers, and also the writings of Allen Ginsberg, Jack Kerouac, and William S. Burroughs, thus, he was influenced by William S. Burroughs. Gibson “was among the first to explore the implication of virtual communities, reality television, nanotechnology, the digital divide, locative art, and ubiquitous computing” (Henthorne 4). His fictions represent a technological society in which the traits of street culture, such as crime, drug addiction, horror, and chaos are highlighted (Cavallaro 5). Indeed, Gibson was among the first authors who wrote cyberpunk fictions. Cyberpunk fictions “can be seen as an expansion of the tradition of science fiction” (Verhulsdonck 14), a genre which narrates new technological modes of being in “an era of blurred ontologies” (Russell 79). Gibson started his literary career by his short stories which were collected in Burning Chrome (1986). His short stories were followed by his Sprawl Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988). The following novels are the Bridge Trilogy; Virtual Light (1993), Idoru (1996), All Tomorrow’s Parties (1999), and the Bigend Trilogy; Pattern Recognition (2003), Spook Country (2007), Zero History (2010). This study is focused on the Sprawl Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988). Neuromancer (1984) is a story of a console cowboy/ hacker, Henry Case, whose nervous system was damaged by his employers through Russian “mycotoxin,” so he cannot jack in cyberspace anymore. Case lives in a coffin in Cheap Hotel near Ninsei Street. He usually spends nights in Ninsei Street bars. Wage, Linda Lee (Case’s ex-girlfriend), and Julius Deane are the important characters in this period of Case’s life. After a year, one night when Case goes back to his coffin, a lady, Molly Millions, is waiting there. She was hired to help Case in a dangerous run which Armitage wants Case to do it. Indeed, Armitage wants to control Case through the glasses which were implanted into Molly’s eyes. After Case accepts to do the run, Armitage sends Case to a clinic to undergo a nervous system surgery in order to be able to jack in cyberspace again. Indeed, he feels alive when he is connected to cyberspace (Lloyd 8). And also, some “toxin sacs” are bonded to his arteries to control him. After the surgery, Case and Molly live and work with each other. Whenever Molly goes to a place for work, Case controls the situation by sends Case to a clinic to undergo a nervous system surgery in order to be able to jack in cyberspace again. Indeed, he feels alive when he is connected to cyberspace (Lloyd 8). And also, some “toxin sacs” are bonded to his arteries to control him. After the surgery, Case and Molly live and work with each other. Whenever Molly goes to a place for work, Case controls the situation by
موضوعات: بدون موضوع
لینک ثابت
Title Page
Abstract………………………………………………………………………………………1
Chapter 1: Introduction
1.0 Introduction……………………………………………………………………………2
1.1 Theoretical Framework……………………………………………………………………3
1.2 Significance of the Study……………………………………………………………………………………7
1.3 Statement of the problem………………………………………………………………8
1.4 Research Questions of the Study………………………………………………………..10
1.5 Hypotheses of the study………………………………………………………………10
1.6 Definitions of Key Terms ………………………………………………………………11
1.6.1 Learning Strategies………………………………………………………….11
1.6.2 Listening strategies………………………………………………………….11
1.6.3 Metacognitive Strategies……………………………………………………11
1.6.4 Cognitive strategies…………………………………………………………11
1.6.5 Socio-affective Strategies……………………………………………………12
1.6.6 Listening Comprehension…………….……………………………………..12
1.7Summary…………………………………………………………………….………..12
Chapter Two: Review of the Literature
2.0 Introduction…………………………………………………………………….…….14
2.1 Language learning and strategies………………………………………………..……14
2.2 Classification of language learning strategies ………………………………….……23
2.3 Language learning and listening…………………………………………………..….28
2.3.1. What Is Listening?……………………………………………………………………………..28
2.4 Role of Listening in Second or Foreign Language Acquisition ………………….….31
2.5 Listening Comprehension Strategies ………………………………………………..…….33
Title Page
Abstract………………………………………………………………………………………1
Chapter 1: Introduction
1.0 Introduction……………………………………………………………………………2
1.1 Theoretical Framework……………………………………………………………………3
1.2 Significance of the Study……………………………………………………………………………………7
1.3 Statement of the problem………………………………………………………………8
1.4 Research Questions of the Study………………………………………………………..10
1.5 Hypotheses of the study………………………………………………………………10
1.6 Definitions of Key Terms ………………………………………………………………11
1.6.1 Learning Strategies………………………………………………………….11
1.6.2 Listening strategies………………………………………………………….11
1.6.3 Metacognitive Strategies……………………………………………………11
1.6.4 Cognitive strategies…………………………………………………………11
1.6.5 Socio-affective Strategies……………………………………………………12
1.6.6 Listening Comprehension…………….……………………………………..12
1.7Summary…………………………………………………………………….………..12
Chapter Two: Review of the Literature
2.0 Introduction…………………………………………………………………….…….14
2.1 Language learning and strategies………………………………………………..……14
2.2 Classification of language learning strategies ………………………………….……23
2.3 Language learning and listening…………………………………………………..….28
2.3.1. What Is Listening?……………………………………………………………………………..28
2.4 Role of Listening in Second or Foreign Language Acquisition ………………….….31
2.5 Listening Comprehension Strategies ………………………………………………..…….33
2.5.1 Metacognitive Listening Strategies…………………..…………………………….39
2.5.1.1 Pre-listening Planning Strategies………………………………………….44
2.5.1.2 While-listening Monitoring Strategies……………………………………45
2.5.1.3 Post Listening Evaluating Strategies………………………………………46
2.5.2 Cognitive Strategies………………………………………………..……………….46
2.5.2.1 Bottom-up and Top-down Listening Strategies…………………………..49
2.5.3 Socio-affective Strategies………………………………………………..…………52
2.6 Empirical studies in the field of Language Learning Strategies………………………54
2.7 Summary……………………………………………………………………..……….58
Chapter Three: Methodology
3.0 Introduction…………………………………………………………………….…….59
3.1 Pilot study……………………………………………………………………………..59
3.2 Design of the study ………………………..…………………………………………60
3.3 Participants………………………………………………………………………..….61
3.4 Materials ……………………………………………………………………………61
3.4.1 Oxford Placement Test………………………………….……………….….62
3.4.2 Cheng’s Scale for Listening Strategies………………………………………62
3.5 Procedure……………………………………………………………………..………63
3.6 Methods of Analyzing Data ………………………………………………………….65
3.6.1 Ethical consideration…………………………………………………….….65
3.7 Summary…………………………………………………………………………..….66
Chapter Four: Results
4.0 Introduction…………………………………………………………………………..68
4.1 Measure of L2 Proficiency……………………………………………………………69
4.2 Questionnaire Data ……………………………………………………………………70
4.3 The First Research Question………………………………………………………….71
4.4 The Second Research Question………………………………………………………77
4.5 Computing the Effect size……………………………………………………………78
4.6 Findings of Interview………………………………………………………………….83
4.7 Summary………………………………………………………………………………86
Chapter Five: Discussion
5.0 Introduction…………………………………………………………………….…….87
5.1 General Discussion………………………………………………………….………..88
5.1.1 Further Considerations……………………….……………………………..89
5.2 Implications……………………………………………………………….………….90
5.2.1 Implications for teachers……………………..……………………………..91
5.2.2 Implications for Students…………………..…………………….…………94
5.2.3 Implications for Educational Policy Makers and Curriculum Developer..…94
5.3 Limitations of the study………………………………………………………………95
5.4 Suggestions for Further Research…………………………………………………….96
5.5 Summary……………………………………………………………………….……..97
References ………………………………………………………………………………..98
Appendices………………………………………………………………………..……111
List of Tables
Table Page
4.1 Statistics for the OPT Scores………………………………………………………69
4.2 Reliability statistics of the questionnaire (pilot study)…………………………….70
4.3 Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)…………………………………………………………………71
4.4 Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)………………………………………………………….……..72
4.5 Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………73
4.6 Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………74
4.7 Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies)………………………………………………………………..75
4.8 Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies)………………………………………………………………..75
4.9 Statistics for different categories of the questionnaire……………………………76
4.10 Ranks of female and male participants on listening comprehension strategy use………………………………………………………………………………….……..78
4.11 Median value of each group (listening comprehension strategy -use questionnaire)……………………………………………………………………………..78
4.12 Mann-Whitney U Test for the listening comprehension strategy-use of males and females……………………………………………………………………………………78
4.13 Ranks for females and males in metacognitive strategies…………………..…….80
4.14 Ranks for females and males in cognitive strategies………………………………81
4.15 Ranks for females and males in socio- affective strategies…………………….…82
List of Figures
Table Page
2.1 Diagram of Oxford’s Strategy Classification System…………………………….27
4.1 The comparison between males and females in their use of listening comprehension strategies…………………………………………………………………79
4.2 The comparison between males and females in their use of metacognitive strategies………………………………………………………………………………….81
4.3 The comparison between males and females in their use of cognitive strategies…………………………………………………………………………………..82
4.4 The comparison between males and females in their use of socio- affective strategies………………………………………………………………………………….83
Abstract
The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.
Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies
2.5.1 Metacognitive Listening Strategies…………………..…………………………….39
2.5.1.1 Pre-listening Planning Strategies………………………………………….44
2.5.1.2 While-listening Monitoring Strategies……………………………………45
2.5.1.3 Post Listening Evaluating Strategies………………………………………46
2.5.2 Cognitive Strategies………………………………………………..……………….46
2.5.2.1 Bottom-up and Top-down Listening Strategies…………………………..49
2.5.3 Socio-affective Strategies………………………………………………..…………52
2.6 Empirical studies in the field of Language Learning Strategies………………………54
2.7 Summary……………………………………………………………………..……….58
Chapter Three: Methodology
3.0 Introduction…………………………………………………………………….…….59
3.1 Pilot study……………………………………………………………………………..59
3.2 Design of the study ………………………..…………………………………………60
3.3 Participants………………………………………………………………………..….61
3.4 Materials ……………………………………………………………………………61
3.4.1 Oxford Placement Test………………………………….……………….….62
3.4.2 Cheng’s Scale for Listening Strategies………………………………………62
3.5 Procedure……………………………………………………………………..………63
3.6 Methods of Analyzing Data ………………………………………………………….65
3.6.1 Ethical consideration…………………………………………………….….65
3.7 Summary…………………………………………………………………………..….66
Chapter Four: Results
4.0 Introduction…………………………………………………………………………..68
4.1 Measure of L2 Proficiency……………………………………………………………69
این مطلب را هم بخوانید :
4.2 Questionnaire Data ……………………………………………………………………70
4.3 The First Research Question………………………………………………………….71
4.4 The Second Research Question………………………………………………………77
4.5 Computing the Effect size……………………………………………………………78
4.6 Findings of Interview………………………………………………………………….83
4.7 Summary………………………………………………………………………………86
Chapter Five: Discussion
5.0 Introduction…………………………………………………………………….…….87
5.1 General Discussion………………………………………………………….………..88
5.1.1 Further Considerations……………………….……………………………..89
5.2 Implications……………………………………………………………….………….90
5.2.1 Implications for teachers……………………..……………………………..91
5.2.2 Implications for Students…………………..…………………….…………94
5.2.3 Implications for Educational Policy Makers and Curriculum Developer..…94
5.3 Limitations of the study………………………………………………………………95
5.4 Suggestions for Further Research…………………………………………………….96
5.5 Summary……………………………………………………………………….……..97
References ………………………………………………………………………………..98
Appendices………………………………………………………………………..……111
List of Tables
Table Page
4.1 Statistics for the OPT Scores………………………………………………………69
4.2 Reliability statistics of the questionnaire (pilot study)…………………………….70
4.3 Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)…………………………………………………………………71
4.4 Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)………………………………………………………….……..72
4.5 Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………73
4.6 Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………74
4.7 Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies)………………………………………………………………..75
4.8 Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies)………………………………………………………………..75
4.9 Statistics for different categories of the questionnaire……………………………76
4.10 Ranks of female and male participants on listening comprehension strategy use………………………………………………………………………………….……..78
4.11 Median value of each group (listening comprehension strategy -use questionnaire)……………………………………………………………………………..78
4.12 Mann-Whitney U Test for the listening comprehension strategy-use of males and females……………………………………………………………………………………78
4.13 Ranks for females and males in metacognitive strategies…………………..…….80
4.14 Ranks for females and males in cognitive strategies………………………………81
4.15 Ranks for females and males in socio- affective strategies…………………….…82
List of Figures
Table Page
2.1 Diagram of Oxford’s Strategy Classification System…………………………….27
4.1 The comparison between males and females in their use of listening comprehension strategies…………………………………………………………………79
4.2 The comparison between males and females in their use of metacognitive strategies………………………………………………………………………………….81
4.3 The comparison between males and females in their use of cognitive strategies…………………………………………………………………………………..82
4.4 The comparison between males and females in their use of socio- affective strategies………………………………………………………………………………….83
Abstract
The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.
Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies
موضوعات: بدون موضوع
لینک ثابت
Chapter 1: Introduction. 2 1.1 Background. 3 1.2 Rational of study. 5 1.3 Objectives of the study. 5 1.4 Research Flowchart 6 Chapter 2: Literature Review.. 8 2.1 PHARMACEUTICAL CAPSULES. 9 2.1.1 Pharmaceutical hard capsules. 10 2.1.2 Manufacture of gelatin capsules. 11 2.1.3 Properties of gelatin capsules. 15 2.1.4 Alternatives to Gelatin. 17 2.2. POLYSACCHARIDES STUDY.. 20 2.2.1 Starch. 20 2.2.1.1 Composition and primary structure of starch. 21 2.2.1.2 Morphology and ultra-structure of starch grains. 24 2.2.1.3 Semi-crystalline structure of starch grains. 27 2.2.1.4 Thermal transitions. 30 2.2.1.5 Starch modification. 35 2.2.1.6 Cassava. 41 2.2.2 Carrageenan. 53 2.2.2.1 Chemical Structure. 53 2.2.2.2 Conformation of κ-carrageenan. 54 2.2.2.3 Gelation of κ-carrageenan. 60 2.2.2.4 Thermoreversibility of gels and rheological properties. 61 2.3 POLYSACCHARIDE MIXTURES. 65 2.3.1 Phase Behavior 65 2.3.2 Thermodynamic Incompatibility. 66 2.3.3 Gels based on mixtures polysaccharides. 68 2.3.3.1 Rheological properties. 69 2.3.3.2 Rheology of blends of starch. 70 Chapter 3: Materials and Methods. 72 3.1 Materials. 73 3.1.1 Gelatin. 73 3.1.2 κ-carrageenan. 73 3.1.3 Acid hydrolyzed hydroxypropylated cassava starch. 73 3.2 Methods. 74 3.2.1 Preparation of solutions. 74 3.2.1.1 Gelatin solutions. 74 3.2.1.2 Starch and κ-carrageenan solutions. 74 3.2.2 Rheological properties. 77 3.2.2.1 Flow properties. 77 3.2.2.2 Viscoelastic properties. 78 Chapter 4: Results and Discussions. 79 4.1 Rheological behavior of gelatin. 80 4.1.1 Gelatin solution at 50 °C.. 80 4.1.2 Sol-gel transitions. 82 4.1.3 Viscoelastic properties of gelatin gels at 20 °C.. 86 4.2 Rheological behavior of starch-κ-carrageenan blends. 90 4.2.1 Rheological behavior at 50 °C.. 90 4.2.1.1 Dually modified cassava starch (HHSS) 90 4.2.1.2 κ-carrageenan. 95 4.2.1.3 Dually modified cassava starch/κ-carrageenan blends. 96 4.2.2 Rheological behavior in sol-gel transitions (from 50 °C to 20 °C) 102 4.2.2.1 Influence of κ-carrageenan content 104 4.2.2.2 Influence of the different extents of starch hydrolysis. 106 4.2.3 Rheological properties of gels at 20 °C.. 107 4.2.3.1 κ-Carrageenan gels. 107 4.2.3.2 Composite gels. 108 Chapter 5: Discussion and Conclusion. 113 5.1 Synergy and gel state. 114 5.1.1 Dually modified cassava starch and κ-carrageenan. 114 5.1.2 Mixtures. 115 5.2 Comparison with gelatin. 120 5.2.1 Solution properties. 120 5.2.2 Jellification. 121 5.3 Conclusion and recommendation for future research. 123 References. 126 List of Tables Table 2. 1: Properties and applications of modified starches. 35 Table 2. 2: Performance of starch slurry dewatering by a conventional centrifuge from a typical cassava starch factory. 51 Table 3.1: Compositions of the starch- κ-carrageenan solution. 76 Table 4.1: Changes in viscosity of gelatin as a function of concentration. Experiments were performed at 50 °C 81 Table 4.2: Gelation temperatures, TGEL and melting temperature TM (G’= G”) during cooling from 50 to 25 °C and heating from 25 to 50 °C. The rate of heating or cooling was 1°C/min. Frequency: 1 rad/s. Strain amplitude: 1%. 86 Table 4.3: Viscosity of κ-carrageenan in different concentrations. 95 Table 4. 4: Gelling temperatures (TGEL) and melting temperatures ™ of κ-carrageenan alone and the mixture HHSS12-κ-carrageenan determined from cooling and heating ramps at 1 °C/min and 1 rad/s. 104 Table 4.5: Storage and loss moduli G’ and G” of κ-carrageenan alone and HHSS12-κC0.5 mixture determined from temperature ramps during cooling and heating at 1 °C/min by rheological measurements. Frequency: 1 rad/s. 111 List of Figures Figure 1.1: Research flowchart 7 Figure 2. 1: Formation of hard gelatin capsules by dip molding. 12 Figure 2. 2: Position fingers dipping during passage through the drying ovens. 13 Figure 2. 3: Steps removing (a) trimming (b), and assembly of capsules ©. 14 Figure 2. 4: Water content at equilibrium of pharmaceutical hard empty gelatin capsules in relationship with the mechanical behavior. The capsules are stored at different relative humidities for two weeks at 20 ° C. 16 Figure 2. 5: Isothermal sorption-desorption capsules hard gelatin and HPMC at equilibrium at 25°C. 19 Figure 2. 6: Test for fragility of the capsules: the percentage of broken capsules according to their water content. a: resistance to pressure with capsules filled with corn starch. b: impact resistance with empty capsules. 19 Figure 2. 7: Structure of amylose. 22 Figure 2. 8: Structure of amylopectin. 23 Figure 2. 9: Grains of different starches observed in scanning electron microscopy SEM (magnification × 280) 24 Figure 2. 10: The different levels of grain starch. 25 Figure 2. 11: Organization of starch grains in “blocklets”. 27 Figure 2. 12: X-ray diffraction diagram for crystalline starch type A, B and C. 28 Figure 2. 13: Crystallinity of potato starch: influence of water content on the resolution of the diffraction pattern of X-rays. 29 Figure 2. 14: Crystalline arrangement of double helices of amylose type A and B.. 30 Figure 2. 15: Variation of classical transitions of the potato starch as a function of water content 33 Figure 2. 16: Hydroxypropylation reaction. 38 Figure 2. 17: Mass balance of cassava starch manufacturing process in a starch factory with a decanter. 47 Figure 2. 18: Mass balance of cassava starch manufacturing process in a starch factory without a decanter. 48 Figure 2. 19: Starch granules trapped in discharged pulp of cassava starch process. 49 Figure 2. 17: Ideal repeating units of λ-carrageenan (a) (R = H or SO3–), and (b) for ι- carrageenan (R1 = R2 = SO3–) and κ- carrageenan (R1 = H ; R2 = SO3–). 54 Figure 2. 18: Percentage of order of κ-carrageenan solution by polarimetry (0) and conductivity measurements (D) 55 Figure 2. 19: Change in transition temperature Tm at cooling κ-carrageenan based on the total concentration of CT different monovalent cations (1) Rb+, (2) Cs+, (3) K+ ,(4) NH4+, (7) N(CH3)4+ (8) Na+, (9) Li+ and divalent cations (5-6) Ba2+, Ca2+, Sr2+, Mg2+, Zn2+, Co2+. 57 Figure 2. 20: Phase diagram of κ-carrageenan representing the variation of transition temperature on cooling and heating according to the total concentration of potassium (Rochas, 1982; Rochas & Rinaudo, 1980). 59 Figure 2. 21: κ -Carrageenan gelation model, cation to promote gelation. (Morris et al., 1980) 60 Figure 2. 22: Variations of G’ and G” as a function of temperature for a concentration of 1% κ-carrageenan, Frequency 1 Hz, Tg: temperature of gelation, Tm: melting temperature. Cooling G’ (■), G” (¨). Heating G’ (□), G” (◊). (Fernandes, Gonçalves & Doublier, 1992). 63 Figure 2. 23: Kinetics of evolution of κ-carrageenan at a concentration of 1%. Temperature is 25 ° C. Frequency 1Hz. G’ (■), G” (¨). 64 Figure 2. 24: Phase diagram at 25 °C mixture of waxy hydroxypropyl starch/κ-carrageenan. 67 Figure 3.1: Phase diagram of κ-carrageenan representing the variation of transition temperature on cooling and heating according to the total concentration of potassium.. 75 Figure 4.1: Newtonian behavior of gelatin at 50 °C and 20% concentration. 80 Figure 4.2: Mechanical spectrum of 25% gelatin solution. G’: filled symbols, G”: empty symbols. Experiments were performed at 50 °C, strain amplitude was 1%.. 82 Figure 4.3: Storage and loss moduli G¢, G² for a 25% gelatin sample during a cooling ramp. Temperature was ramped from 50 to 20 °C at 1°C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 84 Figure 4.4: Storage and loss moduli G¢, G² as a function of temperature during a heating ramp of a 25% gelatin sample. Temperature was ramped from 25 °C to 50 °C at 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 85 Figure 4.5: Mechanical spectrum of 25% gelatin. G’: filled symbols, G”: empty symbols. The temperature was 20 °C. Strain amplitude: 1%. 87 Figure 4.6: Changes in modulus G’ and G” as a function of time for a 27% gelatin gel. Measurement temperature was 20 ° C. Frequency: 1 rad / s. Strain amplitude: 1%. 88 Figure 4.7: Changes in G’ as function of gelatin concentration. Data obtained after 6 h of time sweep measurement at 20 °C. Frequency: 1 rad/s. Strain amplitude: 1%. 89 Figure 4.8: Flow curves of hydrolyzed hydroxypropylated cassava starch dispersions at a concentration of 25% (g/g): HHSS6 (●), HHSS12 (■), HHSS18 (o), HHSS24 (). Measurements were performed at 50 °C.. 91 Figure 4.9: Flow curves for dually modified cassava starch (HHSS12) dispersions at a concentration of 25% (g/g). Measurement was performed at 50 °C.. 92 Figure 4.10: Flow curves of dispersions of hydroxypropyl cassava starch HHSS12 at concentrations of 20% (■), 23% (●) and 25% (▲). Temperature was 50°C.. 93 Figure 4.11: Mechanical spectra of different dually modified cassava starches at concentrations of 25%: a) HHSS6, b) HHSS12, c) HHSS18, d) HHSS24. G’: filled symbols, G”: empty symbols. Measurement temperature was 50 °C and strain amplitude was 1%.. 94 Figure 4.12: Newtonian behavior of κ-carrageenan in the concentration range of 0.25% to 1% at 50 °C 96 Figure 4.13: Flow curves of the mixture HHSS12-κC0.5 (¨), 20%HHSS12 and 0.5% κ-carrageenan, κC0, 5 (×), and starch dispersions HHSS12 20% (□), 23% (○) and 25% (Δ). The temperature was 50 °C 97 Figure 4. 14: Flow curve of the HHSS12-κC0.5. Shear rate up 0 to 100 s-1 empty symbols, and down 100 to 0 s-1 filled symbols. 98 Figure 4.15: Flow curves of mixtures of 25% starch HHSS12 with κ-carrageenan at different concentrations. Measurements were taken at 50 °C.. 99 Figure 4.16: Flow curves for 0.5% κ-carrageenan and mixtures of 25% dually modified cassava starches/κC0.5. Measurement temperature was 50 °C. 100 Figure 4.17: Mechanical spectrum of κC0.5 (solid lines ■, □), HHSS12 (solid lines ●, ○), and the mixture κC0.5-HHSS12 (■, □). Concentration of HHSS12 alone was 25% and in combination total concentration was 25%. G’: filled symbols, G”: empty symbols. Measurement temperature: 50 ° C. Strain amplitude: 1%.. 101 Figure 4.18: Variation of viscoelastic modulus G’ and G” as a function of temperature for κC0.5 and for the mixture of κC0.5 and HHSS12. a) Cooling from 50 °C to 20 °C. b) Heating from 20 °C to 50 °C. Heating/cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 103 Figure 4.19: Variations of modulus G’ and G” as a function of temperature during cooling from 50 °C to 20 °C for 25% HHSS24 alone and in combination with κ-carrageenan. G”: filled symbols; G’: empty symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 105 Figure 4.20: Variations of modulus G’ and G” as a function of temperature during cooling from 50 °C to 20 °C for 1% κ-carrageenan and 25% starch mixtures. G’: empty symbols; G”: filled symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 106 Figure 4.21: Variations of modulus G’ and G” as a function of temperature during heating from 20 °C to 60 °C for 1% κ-carrageenan and 25% starch mixtures. G’: empty symbols; G”: filled symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 107 Figure 4.22: Mechanical spectra of κC1 (■, □), κC0.75 (●, ○) and κC0.5 (▲, Δ). G’: filled symbols, G”: empty symbols. Temperature: 20 ° C. Strain amplitude: 1%. 108 Figure 4. 23: Mechanical spectrum of κC0.5 (●, ○), 25% HHSS12 (dashed line with ▲, Δ) and the mixture of κC0.5-HHSS12 (■, □) at 20°C. G’: filled symbols, G”: empty symbols. Strain amplitude: 0.1% for mixtures and 1% for constituents. 109 Figure 4.24: Mechanical spectrum of mixtures HHSS12-κC1(▲, Δ), HHSS12-κC0.5 (dashed line with ●, ○) and HHSS12-κC0.25 (■, □) at 20 °C. G’: filled symbols, G”: empty symbols. Strain amplitude: 0.1% 110 Abstract With the goal of finding an alternative to gelatin in the processing of pharmaceutical capsules, the effects of k-carrageenans on dually modified cassava starch were investigated. While film forming and mechanical properties are important in all pharmaceutical capsules, solubility at high solid concentration and thermo-reversibility are important factors for hard capsule processing. Casava starches were modified first by hydrochloric acid (0.14 N for 6, 12, 18, and 24 h at 50 °C) and secondly by propylene oxide (10, 20, and 30% of solid for 24 h at 40°C). To improve the gel setting property of the dually modified starch, dually modified cassava starches were combined with k-carrageenan (0.25, 0.5, 0.75, and, 1%). The concentration of the K+ ion in the composite mixture was adjusted appropriately to achieve the same sol-gel transition temperature. The rheological properties of the mixtures were measured and compared, with gelatin as the reference material. The solution viscosity, sol-gel transition, and mechanical properties of the films made from the mixtures at 50 °C were comparable to those of gelatin. The viscoelastic moduli (G’ and G”) for the gel mixtures were lower than those of gelatin. The composite gels had temperatures of gelation similar to that of gelatin. Both viscosity in solution and stiffness in gels could be adjusted using high levels of κ-carrageenan and was relatively independent of the molecular weight of the starch. These results illustrate that dually modified cassava starch in combination with k-carrageenan has properties similar to those of gelatin, thus these starches can be used in dip-molding processes, such as those used to make pharmaceutical hard capsules. Chapter 1: Introduction Chapter 1: Introduction. 2 1.1 Background. 3 1.2 Rational of study. 5 1.3 Objectives of the study. 5 1.4 Research Flowchart 6 Chapter 2: Literature Review.. 8 2.1 PHARMACEUTICAL CAPSULES. 9 2.1.1 Pharmaceutical hard capsules. 10 2.1.2 Manufacture of gelatin capsules. 11 2.1.3 Properties of gelatin capsules. 15 2.1.4 Alternatives to Gelatin. 17 2.2. POLYSACCHARIDES STUDY.. 20 2.2.1 Starch. 20 2.2.1.1 Composition and primary structure of starch. 21 2.2.1.2 Morphology and ultra-structure of starch grains. 24 2.2.1.3 Semi-crystalline structure of starch grains. 27 2.2.1.4 Thermal transitions. 30 2.2.1.5 Starch modification. 35 2.2.1.6 Cassava. 41 2.2.2 Carrageenan. 53 2.2.2.1 Chemical Structure. 53 2.2.2.2 Conformation of κ-carrageenan. 54 2.2.2.3 Gelation of κ-carrageenan. 60 2.2.2.4 Thermoreversibility of gels and rheological properties. 61 2.3 POLYSACCHARIDE MIXTURES. 65 2.3.1 Phase Behavior 65 2.3.2 Thermodynamic Incompatibility. 66 2.3.3 Gels based on mixtures polysaccharides. 68 2.3.3.1 Rheological properties. 69 2.3.3.2 Rheology of blends of starch. 70 Chapter 3: Materials and Methods. 72 3.1 Materials. 73 3.1.1 Gelatin. 73 3.1.2 κ-carrageenan. 73 3.1.3 Acid hydrolyzed hydroxypropylated cassava starch. 73 3.2 Methods. 74 3.2.1 Preparation of solutions. 74 3.2.1.1 Gelatin solutions. 74 3.2.1.2 Starch and κ-carrageenan solutions. 74 3.2.2 Rheological properties. 77 3.2.2.1 Flow properties. 77 3.2.2.2 Viscoelastic properties. 78 Chapter 4: Results and Discussions. 79 4.1 Rheological behavior of gelatin. 80 4.1.1 Gelatin solution at 50 °C.. 80 4.1.2 Sol-gel transitions. 82 4.1.3 Viscoelastic properties of gelatin gels at 20 °C.. 86 4.2 Rheological behavior of starch-κ-carrageenan blends. 90 4.2.1 Rheological behavior at 50 °C.. 90 4.2.1.1 Dually modified cassava starch (HHSS) 90 4.2.1.2 κ-carrageenan. 95 4.2.1.3 Dually modified cassava starch/κ-carrageenan blends. 96 4.2.2 Rheological behavior in sol-gel transitions (from 50 °C to 20 °C) 102 4.2.2.1 Influence of κ-carrageenan content 104 4.2.2.2 Influence of the different extents of starch hydrolysis. 106 4.2.3 Rheological properties of gels at 20 °C.. 107 4.2.3.1 κ-Carrageenan gels. 107 4.2.3.2 Composite gels. 108 Chapter 5: Discussion and Conclusion. 113 5.1 Synergy and gel state. 114 5.1.1 Dually modified cassava starch and κ-carrageenan. 114 5.1.2 Mixtures. 115 5.2 Comparison with gelatin. 120 5.2.1 Solution properties. 120 5.2.2 Jellification. 121 5.3 Conclusion and recommendation for future research. 123 References. 126 List of Tables Table 2. 1: Properties and applications of modified starches. 35 Table 2. 2: Performance of starch slurry dewatering by a conventional centrifuge from a typical cassava starch factory. 51 Table 3.1: Compositions of the starch- κ-carrageenan solution. 76 Table 4.1: Changes in viscosity of gelatin as a function of concentration. Experiments were performed at 50 °C 81 Table 4.2: Gelation temperatures, TGEL and melting temperature TM (G’= G”) during cooling from 50 to 25 °C and heating from 25 to 50 °C. The rate of heating or cooling was 1°C/min. Frequency: 1 rad/s. Strain amplitude: 1%. 86 Table 4.3: Viscosity of κ-carrageenan in different concentrations. 95 Table 4. 4: Gelling temperatures (TGEL) and melting temperatures ™ of κ-carrageenan alone and the mixture HHSS12-κ-carrageenan determined from cooling and heating ramps at 1 °C/min and 1 rad/s. 104 Table 4.5: Storage and loss moduli G’ and G” of κ-carrageenan alone and HHSS12-κC0.5 mixture determined from temperature ramps during cooling and heating at 1 °C/min by rheological measurements. Frequency: 1 rad/s. 111 List of Figures Figure 1.1: Research flowchart 7 Figure 2. 1: Formation of hard gelatin capsules by dip molding. 12 Figure 2. 2: Position fingers dipping during passage through the drying ovens. 13 Figure 2. 3: Steps removing (a) trimming (b), and assembly of capsules ©. 14 Figure 2. 4: Water content at equilibrium of pharmaceutical hard empty gelatin capsules in relationship with the mechanical behavior. The capsules are stored at different relative humidities for two weeks at 20 ° C. 16 Figure 2. 5: Isothermal sorption-desorption capsules hard gelatin and HPMC at equilibrium at 25°C. 19 Figure 2. 6: Test for fragility of the capsules: the percentage of broken capsules according to their water content. a: resistance to pressure with capsules filled with corn starch. b: impact resistance with empty capsules. 19 Figure 2. 7: Structure of amylose. 22 Figure 2. 8: Structure of amylopectin. 23 Figure 2. 9: Grains of different starches observed in scanning electron microscopy SEM (magnification × 280) 24 Figure 2. 10: The different levels of grain starch. 25 Figure 2. 11: Organization of starch grains in “blocklets”. 27 Figure 2. 12: X-ray diffraction diagram for crystalline starch type A, B and C. 28 Figure 2. 13: Crystallinity of potato starch: influence of water content on the resolution of the diffraction pattern of X-rays. 29 Figure 2. 14: Crystalline arrangement of double helices of amylose type A and B.. 30 Figure 2. 15: Variation of classical transitions of the potato starch as a function of water content 33 Figure 2. 16: Hydroxypropylation reaction. 38 Figure 2. 17: Mass balance of cassava starch manufacturing process in a starch factory with a decanter. 47 Figure 2. 18: Mass balance of cassava starch manufacturing process in a starch factory without a decanter. 48 Figure 2. 19: Starch granules trapped in discharged pulp of cassava starch process. 49 Figure 2. 17: Ideal repeating units of λ-carrageenan (a) (R = H or SO3–), and (b) for ι- carrageenan (R1 = R2 = SO3–) and κ- carrageenan (R1 = H ; R2 = SO3–). 54 Figure 2. 18: Percentage of order of κ-carrageenan solution by polarimetry (0) and conductivity measurements (D) 55 Figure 2. 19: Change in transition temperature Tm at cooling κ-carrageenan based on the total concentration of CT different monovalent cations (1) Rb+, (2) Cs+, (3) K+ ,(4) NH4+, (7) N(CH3)4+ (8) Na+, (9) Li+ and divalent cations (5-6) Ba2+, Ca2+, Sr2+, Mg2+, Zn2+, Co2+. 57 Figure 2. 20: Phase diagram of κ-carrageenan representing the variation of transition temperature on cooling and heating according to the total concentration of potassium (Rochas, 1982; Rochas & Rinaudo, 1980). 59 Figure 2. 21: κ -Carrageenan gelation model, cation to promote gelation. (Morris et al., 1980) 60 Figure 2. 22: Variations of G’ and G” as a function of temperature for a concentration of 1% κ-carrageenan, Frequency 1 Hz, Tg: temperature of gelation, Tm: melting temperature. Cooling G’ (■), G” (¨). Heating G’ (□), G” (◊). (Fernandes, Gonçalves & Doublier, 1992). 63 Figure 2. 23: Kinetics of evolution of κ-carrageenan at a concentration of 1%. Temperature is 25 ° C. Frequency 1Hz. G’ (■), G” (¨). 64 Figure 2. 24: Phase diagram at 25 °C mixture of waxy hydroxypropyl starch/κ-carrageenan. 67 Figure 3.1: Phase diagram of κ-carrageenan representing the variation of transition temperature on cooling and heating according to the total concentration of potassium.. 75 Figure 4.1: Newtonian behavior of gelatin at 50 °C and 20% concentration. 80 Figure 4.2: Mechanical spectrum of 25% gelatin solution. G’: filled symbols, G”: empty symbols. Experiments were performed at 50 °C, strain amplitude was 1%.. 82 Figure 4.3: Storage and loss moduli G¢, G² for a 25% gelatin sample during a cooling ramp. Temperature was ramped from 50 to 20 °C at 1°C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 84 Figure 4.4: Storage and loss moduli G¢, G² as a function of temperature during a heating ramp of a 25% gelatin sample. Temperature was ramped from 25 °C to 50 °C at 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 85 Figure 4.5: Mechanical spectrum of 25% gelatin. G’: filled symbols, G”: empty symbols. The temperature was 20 °C. Strain amplitude: 1%. 87 Figure 4.6: Changes in modulus G’ and G” as a function of time for a 27% gelatin gel. Measurement temperature was 20 ° C. Frequency: 1 rad / s. Strain amplitude: 1%. 88 Figure 4.7: Changes in G’ as function of gelatin concentration. Data obtained after 6 h of time sweep measurement at 20 °C. Frequency: 1 rad/s. Strain amplitude: 1%. 89 Figure 4.8: Flow curves of hydrolyzed hydroxypropylated cassava starch dispersions at a concentration of 25% (g/g): HHSS6 (●), HHSS12 (■), HHSS18 (o), HHSS24 (). Measurements were performed at 50 °C.. 91 Figure 4.9: Flow curves for dually modified cassava starch (HHSS12) dispersions at a concentration of 25% (g/g). Measurement was performed at 50 °C.. 92 Figure 4.10: Flow curves of dispersions of hydroxypropyl cassava starch HHSS12 at concentrations of 20% (■), 23% (●) and 25% (▲). Temperature was 50°C.. 93 Figure 4.11: Mechanical spectra of different dually modified cassava starches at concentrations of 25%: a) HHSS6, b) HHSS12, c) HHSS18, d) HHSS24. G’: filled symbols, G”: empty symbols. Measurement temperature was 50 °C and strain amplitude was 1%.. 94 Figure 4.12: Newtonian behavior of κ-carrageenan in the concentration range of 0.25% to 1% at 50 °C 96 Figure 4.13: Flow curves of the mixture HHSS12-κC0.5 (¨), 20%HHSS12 and 0.5% κ-carrageenan, κC0, 5 (×), and starch dispersions HHSS12 20% (□), 23% (○) and 25% (Δ). The temperature was 50 °C 97 Figure 4. 14: Flow curve of the HHSS12-κC0.5. Shear rate up 0 to 100 s-1 empty symbols, and down 100 to 0 s-1 filled symbols. 98 Figure 4.15: Flow curves of mixtures of 25% starch HHSS12 with κ-carrageenan at different concentrations. Measurements were taken at 50 °C.. 99 Figure 4.16: Flow curves for 0.5% κ-carrageenan and mixtures of 25% dually modified cassava starches/κC0.5. Measurement temperature was 50 °C. 100 Figure 4.17: Mechanical spectrum of κC0.5 (solid lines ■, □), HHSS12 (solid lines ●, ○), and the mixture κC0.5-HHSS12 (■, □). Concentration of HHSS12 alone was 25% and in combination total concentration was 25%. G’: filled symbols, G”: empty symbols. Measurement temperature: 50 ° C. Strain amplitude: 1%.. 101 Figure 4.18: Variation of viscoelastic modulus G’ and G” as a function of temperature for κC0.5 and for the mixture of κC0.5 and HHSS12. a) Cooling from 50 °C to 20 °C. b) Heating from 20 °C to 50 °C. Heating/cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 103 Figure 4.19: Variations of modulus G’ and G” as a function of temperature during cooling from 50 °C to 20 °C for 25% HHSS24 alone and in combination with κ-carrageenan. G”: filled symbols; G’: empty symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 105 Figure 4.20: Variations of modulus G’ and G” as a function of temperature during cooling from 50 °C to 20 °C for 1% κ-carrageenan and 25% starch mixtures. G’: empty symbols; G”: filled symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 106 Figure 4.21: Variations of modulus G’ and G” as a function of temperature during heating from 20 °C to 60 °C for 1% κ-carrageenan and 25% starch mixtures. G’: empty symbols; G”: filled symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 107 Figure 4.22: Mechanical spectra of κC1 (■, □), κC0.75 (●, ○) and κC0.5 (▲, Δ). G’: filled symbols, G”: empty symbols. Temperature: 20 ° C. Strain amplitude: 1%. 108 Figure 4. 23: Mechanical spectrum of κC0.5 (●, ○), 25% HHSS12 (dashed line with ▲, Δ) and the mixture of κC0.5-HHSS12 (■, □) at 20°C. G’: filled symbols, G”: empty symbols. Strain amplitude: 0.1% for mixtures and 1% for constituents. 109 Figure 4.24: Mechanical spectrum of mixtures HHSS12-κC1(▲, Δ), HHSS12-κC0.5 (dashed line with ●, ○) and HHSS12-κC0.25 (■, □) at 20 °C. G’: filled symbols, G”: empty symbols. Strain amplitude: 0.1% 110 Abstract With the goal of finding an alternative to gelatin in the processing of pharmaceutical capsules, the effects of k-carrageenans on این مطلب را هم بخوانید : این مطلب را هم بخوانید : dually modified cassava starch were investigated. While film forming and mechanical properties are important in all pharmaceutical capsules, solubility at high solid concentration and thermo-reversibility are important factors for hard capsule processing. Casava starches were modified first by hydrochloric acid (0.14 N for 6, 12, 18, and 24 h at 50 °C) and secondly by propylene oxide (10, 20, and 30% of solid for 24 h at 40°C). To improve the gel setting property of the dually modified starch, dually modified cassava starches were combined with k-carrageenan (0.25, 0.5, 0.75, and, 1%). The concentration of the K+ ion in the composite mixture was adjusted appropriately to achieve the same sol-gel transition temperature. The rheological properties of the mixtures were measured and compared, with gelatin as the reference material. The solution viscosity, sol-gel transition, and mechanical properties of the films made from the mixtures at 50 °C were comparable to those of gelatin. The viscoelastic moduli (G’ and G”) for the gel mixtures were lower than those of gelatin. The composite gels had temperatures of gelation similar to that of gelatin. Both viscosity in solution and stiffness in gels could be adjusted using high levels of κ-carrageenan and was relatively independent of the molecular weight of the starch. These results illustrate that dually modified cassava starch in combination with k-carrageenan has properties similar to those of gelatin, thus these starches can be used in dip-molding processes, such as those used to make pharmaceutical hard capsules. Chapter 1: Introduction 1.1 Background The capsule is one of the formulations of the oldest pharmaceutical in history, known especially from the ancient Egyptians. In Europe, it was 1.1 Background The capsule is one of the formulations of the oldest pharmaceutical in history, known especially from the ancient Egyptians. In Europe, it was
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