8010_Powerpoint_Page.jpg 8010_Powerpoint_Home.jpg Listening in EAP: Academic listener as interpreter and recorder • •Edward de Chazal •March 2014 logo_imapct_bitmap72dpi_bez_sloganu C:\Users\Edward\Pictures\Pictures\2012-05-07 2012 May Tyneham and Worbarrow\2012 May Tyneham and Worbarrow 053.JPG Overview 8010_Powerpoint_Page.jpg Overview • •Roles of the academic listener • The context of lectures • Characteristics of lectures • Challenges in listening to a lecture • Supporting students in listening to a lecture • Writing listening materials • Online listening resources • Other academic listening events • C:\Users\Edward\Pictures\2013-10-13 2013 October Rose's birthday\2013 October Rose's birthday 036.JPG Roles of the academic listener 8010_Powerpoint_Page.jpg Roles of the academic listener • •Interpreter •Listen to, understand the input •Interpret the content • •Recorder •Do something with the content: •note down •evaluate •select •respond C:\Users\Edward\Pictures\2012-07-15 2012 July Chaldon trailer ride\2012 July Chaldon trailer ride 013.JPG The context of lectures 8010_Powerpoint_Page.jpg The context of lectures • •Cyclical • • •Integrated • • •Multimodal • • C:\Users\Edward\Pictures\2012-09-17 2012 September Sydling and Lulworth\2012 September Lulworth 025.JPG Carrying out new research → presenting the research at academic conferences → writing up the research for primary sources, e.g. academic journals → delivering the content of the research through institutional lectures → introducing the content into seminars → disseminating aspects of the research through other media, e.g. webcasts, videos, MOOCs (massive open online courses) → incorporating selected content into secondary sources, e.g. textbooks → synthesizing material from previous sources (journals, textbooks) into new lectures C:\Users\Edward\Pictures\2013-06-02 2013 May June Lulworth and Mupe\2013 May June Lulworth and Mupe 014.JPG Characteristics of academic listening events 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting • •Planned, partially-rehearsed content/delivery •Frequently transactional (i.e. lecturer to students), though can be more interactive •Long, e.g. one or two hours •Cyclical, integrated, and multimodal •Multiskilling required, typically listening while note-taking •Unequal status of speaker (lecturer) and listener (student) •Potentially very large number of students in audience • 8010_Powerpoint_Page.jpg Other academic listening events • •General one-to-one meeting with a tutor / course director •Group project •Informal / social interaction •Presentation / talk / conference paper •Seminar /discussion •Specialist one-to-one meeting with a supervisor •Tutorial • 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Highly-rehearsed content / delivery •Typically two-phased: transactional delivery phase followed by interactional question phase •Short to mid-length and fixed-length, e.g. 10/20/40 minutes •Free-standing content, i.e. the presentation contains a complete narrative – therefore less cyclical and integrated than lectures •Integrated visual/audio-visual content, e.g. slides, video, audio •Conventional: participants follow institutional conventions regarding timing, question phase etiquette •Optional supporting text: handouts, post-presentation summary •Possibly equal status of presenter and audience, some of whom may also be presenting at the same event 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Highly-rehearsed content / delivery •Typically two-phased: transactional delivery phase followed by interactional question phase •Short to mid-length and fixed-length, e.g. 10/20/40 minutes •Free-standing content, i.e. the presentation contains a complete narrative – therefore less cyclical and integrated than lectures •Integrated visual/audio-visual content, e.g. slides, video, audio •Conventional: participants follow institutional conventions regarding timing, question phase etiquette •Optional supporting text: handouts, post-presentation summary •Possibly equal status of presenter and audience, some of whom may also be presenting at the same event 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Minimally-rehearsed delivery, though content is typically prepared through pre-discussion reading / listening texts •Highly interactive, with participants expected to listen, clarify, respond, and build on other participants’ contributions •Potentially multi-textual, with interruptions and multi-stranded discussions in one space •Participants’ contributions are expected and valued; lack of any contribution can be seen as unacceptable •Academic: opinions are welcome but need support from academic sources •Critical: contributions can be challenged, e.g. by asking for justification and support, or identifying flaws •Cumulative: arguments are built up through multiple contributions •Textual: prepared texts may be brought in and referred to •Style: mixture of technical and potentially quite informal language •Possible visual / multimodal content in prepared seminar presentation phases •Purpose-driven: e.g. to reach a resolution to a question, or to explore a topic in depth 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Minimally-rehearsed delivery, though content is typically prepared through pre-discussion reading / listening texts •Highly interactive, with participants expected to listen, clarify, respond, and build on other participants’ contributions •Potentially multi-textual, with interruptions and multi-stranded discussions in one space •Participants’ contributions are expected and valued; lack of any contribution can be seen as unacceptable •Academic: opinions are welcome but need support from academic sources •Critical: contributions can be challenged, e.g. by asking for justification and support, or identifying flaws •Cumulative: arguments are built up through multiple contributions •Textual: prepared texts may be brought in and referred to •Style: mixture of technical and potentially quite informal language •Possible visual / multimodal content in prepared seminar presentation phases •Purpose-driven: e.g. to reach a resolution to a question, or to explore a topic in depth 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Content is prepared by the students, typically reading or research based •Small-scale: typically limited number of tutees (e.g. 1–12, or more) •Tutor roles include guiding the discussion, critiquing, and checking learning, e.g. how successfully students have understood the core texts •Clear tutor / student roles: tutor as expert / assessor, though also facilitator of learning and/or counsellor, motivator, plus monitor of progress •Integrated into wider learning through reference to related lectures, seminars, reading, and research •Part of a linear process: tasks may be set for the next tutorial 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Content is prepared by the students, typically reading or research based •Small-scale: typically limited number of tutees (e.g. 1–12, or more) •Tutor roles include guiding the discussion, critiquing, and checking learning, e.g. how successfully students have understood the core texts •Clear tutor / student roles: tutor as expert / assessor, though also facilitator of learning and/or counsellor, motivator, plus monitor of progress •Integrated into wider learning through reference to related lectures, seminars, reading, and research •Part of a linear process: tasks may be set for the next tutorial 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Initiated by the student, who is expected to ask for / offer something •Short / limited in time due to time pressures of tutor / course director •Informal, efficient, purpose-driven: the student expects answers / advice on their question(s), any language (formal/informal) can meet these needs with opportunities for each party to seek clarification, etc. •Possible social/cultural role: the student may seek a closer professional relationship with the tutor / course director, and perhaps vice-versa, to break down barriers and set the context for future personal interaction 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Initiated by the student, who is expected to ask for / offer something •Short / limited in time due to time pressures of tutor / course director •Informal, efficient, purpose-driven: the student expects answers / advice on their question(s), any language (formal/informal) can meet these needs with opportunities for each party to seek clarification, etc. •Possible social/cultural role: the student may seek a closer professional relationship with the tutor / course director, and perhaps vice-versa, to break down barriers and set the context for future personal interaction 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •A single student plus supervisor / assessor event, each with clear roles •Tutor-led / student-led, depending on event and level: student expected to initiate some discussion and have prepared material and questions •Part of a series of meetings: previous meeting is reviewed, new objectives set for the next meeting OR one-off high-stakes meeting •Content-driven, with a focus on academic rigour and assessment: students expected to produce ideas and arguments based on academic study, research, and thought •Originality: students expected to demonstrate evidence of originality, e.g. through new research or new connections/evaluation of existing ideas •Student expected to respond to critical interaction by tutor(s) / assessor(s) 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •A single student plus supervisor / assessor event, each with clear roles •Tutor-led / student-led, depending on event and level: student expected to initiate some discussion and have prepared material and questions •Part of a series of meetings: previous meeting is reviewed, new objectives set for the next meeting OR one-off high-stakes meeting •Content-driven, with a focus on academic rigour and assessment: students expected to produce ideas and arguments based on academic study, research, and thought •Originality: students expected to demonstrate evidence of originality, e.g. through new research or new connections/evaluation of existing ideas •Student expected to respond to critical interaction by tutor(s) / assessor(s) 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Highly collaborative, interactive, and dynamic •Negotiated roles and content; scope for both success and disagreement/disfunctionality in terms of the project objectives •Problem-solving, including working out content and group dynamics and relationships •Research-based: likely to involve reading, visiting locations and people, knowledge processing, possibly new primary research (e.g. devising a questionnaire to establish people’s ideas on a topic) •Outcome-driven: clearly-defined product (e.g. presentation, report) required by a given deadline •Assessment: likely to be assessed – explicitly as a course assessment, or implicitly by the tutor / supervisor as part of a student’s progress on a course 8010_Powerpoint_Page.jpg Characteristics of academic listening events •General one-to-one meeting Group project Lecture Presentation Seminar Tutorial Specialist one-to-one meeting •Highly collaborative, interactive, and dynamic •Negotiated roles and content; scope for both success and disagreement/disfunctionality in terms of the project objectives •Problem-solving, including working out content and group dynamics and relationships •Research-based: likely to involve reading, visiting locations and people, knowledge processing, possibly new primary research (e.g. devising a questionnaire to establish people’s ideas on a topic) •Outcome-driven: clearly-defined product (e.g. presentation, report) required by a given deadline •Assessment: likely to be assessed – explicitly as a course assessment, or implicitly by the tutor / supervisor as part of a student’s progress on a course 8010_Powerpoint_Page.jpg Characteristics of academic listening events •Informal / social interaction •Typically unplanned, unrehearsed; may have an academic focus, e.g. to discuss / clarify an academic task or topic •Student-initiated, potentially democratic in terms of roles •Negotiated, evolving content and focus •Language and style: effective communication rather than accuracy as the primary aim •Complementary: supportive of other academic work such as group projects and preparation for seminars C:\Users\Edward\Pictures\Pictures\2011-10-05 2011 September Lulworth and Guernsey\2011 September Lulworth and Guernsey 102.JPG Challenges in listening to a lecture 8010_Powerpoint_Page.jpg Challenges in listening to a lecture • •Linguistic •Practical •Visual •Content •Cognitive •Academic •Contextual & knowledge-based 8010_Powerpoint_Page.jpg Linguistic challenges 1 • •False starts and repetitions: an honour– honorary •Unnecessary words: So if I’d like to just go, go •Long sequences with multiple items: So if I’d like to just go, go through the outline of my talk which really looks at introducing stroke and how important a stroke is in our population for patients and for society, how, what is a stroke, and try and go through some outline of giving you an understanding of what it means to have a stroke, the making of the diagnosis from the physicians’ point of view, the classification which is relevant to the prognosis and the impact on, of, of stroke on people. •Run-on sentences with multiple clauses giving cumulative information (see the example above) • 8010_Powerpoint_Page.jpg Linguistic challenges 2 • •Technical terms which can be difficult to hear, understand, pronounce, and spell: hemicraniectomy, thrombolysis •Words with dependent prepositions which express specific relational meanings: the impact on, of, of stroke on people •Embedded references to items mentioned before/after in the text: as I’ve said •Complex / convoluted structures such as noun phrases: the very exciting acute treatment which has now emerged over the past ten years as I’ve said with thrombolysis and hemicraniectomy •Abbreviations and acronyms: AIDS, EU, TB • 8010_Powerpoint_Page.jpg Other challenges • •Culture •Content and knowledge •Inclusivity •Cognitive processing: numbers •Detail versus main points •Visual challenges •Academic practice and purpose of listening 8010_Powerpoint_Page.jpg Cognitive processing: numbers • •Numbers mentioned in the lecture extract: •5.8 million lives (quantity) •2007 (year/date) •third commonest (sequence) •a first-degree relative (idiomatic use, i.e. close family member) •one in six (proportion, which the listener can convert to a fraction or percentage) •the over-65 group (age, though no explicit reference is given to age at this first mention) •29% of the population that’ll be over 65 years of age (proportion) 8010_Powerpoint_Page.jpg Outline Objectives • Thrombolysis agenda Stroke Introduction Hemicraniectomy How important is stroke? Treatment Primary prevention Acute treatment Secondary Prevention Impact Diagnosis What is a Stroke? Classification Every 6s someone will die from stroke (5.8 million lives each year) World Stroke Day 2010 World Health Report 2007. Geneva: World Health Organization. International Cardiovascular Disease Statistics (2007 Update). American Heart Association Every 2s someone has a stroke Facts elizabeth-taylor15628 sharon_stone_420-420x0 Dudley_Moore_4 Europe is ageing •E.U. Population Predictions > 65 •2050 = 95 million (29 % of the total population) Social trends 2006 Office for National Statistics Risk of vascular disease, especially stroke, with age, by 80 the chance is 1 in 4 Age (years) Rothwell, Lancet 2005 C:\Users\Edward\Pictures\Pictures\2012-05-07 2012 May Tyneham and Worbarrow\2012 May Tyneham and Worbarrow 037.JPG Support 8010_Powerpoint_Page.jpg Supporting students in listening to a lecture • •Familiar and logical organization of the material: personal introduction, statement of aims, definition of technical terms •Signposting language: I’d like to just go, go through the outline of my talk •Other cohesive language including explicit references to items mentioned before/after in the text •Definitions: thrombolysis is the use of clot-busting agents •Familiar whole-text structure: problem-solution C:\Users\Edward\Pictures\2013-04-02 2013 April Kimmeridge\2013 April Kimmeridge 115.JPG Materials 8010_Powerpoint_Page.jpg Writing materials •Provide staging, scaffolding, support •Develop a clear academic focus •Connect to other skills •Provide a rationale •State the learning objectives / learning outcome (LO) •Formulate a coherent sequence of tasks •Integrate academic language •Add support to the lecture delivery: transcripts 8010_Powerpoint_Page.jpg Task sequences • •Task 1 | Preparing – vocabulary; reading a pre-lecture handout •Task 2 | Listening for essential factual information •Academic language Connection (3) – association, speculation, and degree of certainty •Task 3 | Listening for association and evaluation •Task 4 | Reprocessing information from a lecture 8010_Powerpoint_Page.jpg Specific language in the lecture • •Match the words with their definitions. •diagnosis impact prevention prognosis risk symptom •(a) the powerful effect that sth has on sb/sth •(b) the act of discovering or identifying the exact cause of an illness or problem •(c) a change in your body or mind that shows that you are not healthy; a sign that sth exists, especially sth bad •(d) the act of stopping sth bad from happening •(e) a situation that could be dangerous or have a bad result •(f) an opinion, based on medical experience, of the likely development of a disease or an illness • 8010_Powerpoint_Page.jpg Pre-reading text •Lindley, R. I. (2008: 1 – 2). Stroke. OUP •What is stroke? •Key points •◆ Stroke is the third most common cause of death (after heart disease and cancer) in developed countries. •◆ It is a disease of the brain (not the heart) and is caused by a blockage or rupture of the essential blood supply. •◆ A transient ischaemic attack (TIA), or ‘mini-stroke’ is a major warning sign of impending major stroke and needs to be taken seriously. •◆ ‘Brain attack’ has been suggested as a useful new name for the first 24 hours of a stroke or TIA. • •Stroke has been recognized for thousands of years and is the third most common cause of death in developed countries (after heart attacks and all cancers combined). Although it can affect people of all ages, it is most common in old age. Perhaps because of the association between stroke and old age, or terminal disease, it has not had the profile of other perhaps less serious or rarer disorders and thus is less well known to the general public. However, stroke is so common that most people will know someone who has had a stroke or have a close family member who has had a stroke. […] •A stroke occurs when the blood supply to the brain is disrupted, and part of the brain stops working. This produces sudden characteristic symptoms ranging from a rapidly fatal illness to a barely perceived loss of sensation on one side of the body. This variability causes many problems! It is hard for the layman to understand what a stroke is (or is not) as there are so many variants. It is also often hard for doctors and nurses to make the correct diagnosis, as many illnesses mimic stroke. Surveys of public knowledge of stroke have shown that this common disorder is not well understood. Many people are not aware that the problem lies within the brain. It is certainly not the same thing as a heart attack, which has quite different symptoms (usually severe chest pain). Stroke is not usually accompanied by severe pain. If pain is present, it is usually a headache and may be a sign that the stroke has been due to a brain haemorrhage. • •The underlying cause of stroke •There are actually two main causes of stroke which, confusingly, can present in exactly the same manner. About 80 per cent of all strokes are due to blockage or occlusion of the blood supply to the brain, usually from a blood clot. Blood clots can develop along a blood vessel or may have travelled along the blood vessel from a source further away. […] This type of stroke is commonly called ischaemic stroke. The other main pathological cause of stroke is brain haemorrhage, which is caused when a blood vessel in the brain (the cerebral artery) leaks or bursts. This type of stroke is called primary intracerebral haemorrhage. About 15 per cent of strokes are of this type. The final 5 per cent of strokes are caused by a condition called subarachnoid haemorrhage which has a very different presentation, assessment, and treatment from ischaemic stroke and primary intracerebral haemorrhage. • 8010_Powerpoint_Page.jpg Pre-reading text •Lindley, R. I. (2008: 1 – 2). Stroke. OUP •What is stroke? •Key points •◆ Stroke is the third most common cause of death (after heart disease and cancer) in developed countries. •◆ It is a disease of the brain (not the heart) and is caused by a blockage or rupture of the essential blood supply. •◆ A transient ischaemic attack (TIA), or ‘mini-stroke’ is a major warning sign of impending major stroke and needs to be taken seriously. •◆ ‘Brain attack’ has been suggested as a useful new name for the first 24 hours of a stroke or TIA. • •Stroke has been recognized for thousands of years and is the third most common cause of death in developed countries (after heart attacks and all cancers combined). Although it can affect people of all ages, it is most common in old age. Perhaps because of the association between stroke and old age, or terminal disease, it has not had the profile of other perhaps less serious or rarer disorders and thus is less well known to the general public. However, stroke is so common that most people will know someone who has had a stroke or have a close family member who has had a stroke. […] •A stroke occurs when the blood supply to the brain is disrupted, and part of the brain stops working. This produces sudden characteristic symptoms ranging from a rapidly fatal illness to a barely perceived loss of sensation on one side of the body. This variability causes many problems! It is hard for the layman to understand what a stroke is (or is not) as there are so many variants. It is also often hard for doctors and nurses to make the correct diagnosis, as many illnesses mimic stroke. Surveys of public knowledge of stroke have shown that this common disorder is not well understood. Many people are not aware that the problem lies within the brain. It is certainly not the same thing as a heart attack, which has quite different symptoms (usually severe chest pain). Stroke is not usually accompanied by severe pain. If pain is present, it is usually a headache and may be a sign that the stroke has been due to a brain haemorrhage. • •The underlying cause of stroke •There are actually two main causes of stroke which, confusingly, can present in exactly the same manner. About 80 per cent of all strokes are due to blockage or occlusion of the blood supply to the brain, usually from a blood clot. Blood clots can develop along a blood vessel or may have travelled along the blood vessel from a source further away. […] This type of stroke is commonly called ischaemic stroke. The other main pathological cause of stroke is brain haemorrhage, which is caused when a blood vessel in the brain (the cerebral artery) leaks or bursts. This type of stroke is called primary intracerebral haemorrhage. About 15 per cent of strokes are of this type. The final 5 per cent of strokes are caused by a condition called subarachnoid haemorrhage which has a very different presentation, assessment, and treatment from ischaemic stroke and primary intracerebral haemorrhage. • 8010_Powerpoint_Page.jpg C:\Users\Edward\Pictures\Pictures\2012-02-19 2012 February Lulworth and Arne\2012 February Lulworth and Arne 091.JPG Resources 8010_Powerpoint_Page.jpg Online listening resources • •MOOCs (massive open online courses), e.g. Coursera, edX, Udacity •Open access resources at university EAP centres, e.g. lectures at the University of Reading •The OpenYale lectures project with accompanying transcripts •The University of Oxford OpenSpires project •The University of Michigan MICASE (Michigan Corpus of Academic Spoken English) lecture resource •The University of Warwick British Academic Spoken English (BASE) corpus •TED (Technology, Education, Design) •Other resources: YouTube, iTunes and iTunesU http://ecx.images-amazon.com/images/I/41to1eZY6IL._.jpg http://ecx.images-amazon.com/images/I/41HvYTzBlLL._.jpg http://ecx.images-amazon.com/images/I/41pFYiOCfVL._.jpg C:\Users\Edward\Pictures\2012-10-12 2012 October Lulworth house and cove\2012 October Lulworth house and cove 040.JPG C:\Users\Edward\Pictures\2012-10-12 2012 October Lulworth house and cove\2012 October Lulworth house and cove 040.JPG Conclusion C:\Users\Edward\Pictures\2012-08-20 2012 August Lulworth cove view\2012 August Lulworth cove view 020.JPG C:\Users\Edward\Pictures\2012-08-20 2012 August Lulworth cove view\2012 August Lulworth cove view 020.JPG Edward de Chazal Edward@emdechazalconsulting.co.uk 8010_Powerpoint_Page.jpg Culture and Inclusive language • • •“Stroke is commoner than the combination of AIDS, TB, and malaria; one in six as I’ve said will have a recurrence. This is even more relevant in our current environment where our population is ageing; the risk of having a stroke is increased significantly by the –, as one ages, and we are living in an ageing population and [shows slide 5] this is some data published by Professor Rothwell in the Lancet in 2005, which shows the increased prevalence of vascular disease, especially stroke, with age. In the EU population, the over-65 group will increase by 2050, it is estimated by Social Trends Office for National Statistics, to be 29% of the population that’ll be over 65 years of age.” 8010_Powerpoint_Page.jpg Culture and Inclusive language • • •“Stroke is commoner than the combination of AIDS, TB, and malaria; one in six as I’ve said will have a recurrence. This is even more relevant in our current environment where our population is ageing; the risk of having a stroke is increased significantly by the –, as one ages, and we are living in an ageing population and [shows slide 5] this is some data published by Professor Rothwell in the Lancet in 2005, which shows the increased prevalence of vascular disease, especially stroke, with age. In the EU population, the over-65 group will increase by 2050, it is estimated by Social Trends Office for National Statistics, to be 29% of the population that’ll be over 65 years of age.” 8010_Powerpoint_Page.jpg Culture and Inclusive language • • •“Stroke is commoner than the combination of AIDS, TB, and malaria; one in six as I’ve said will have a recurrence. This is even more relevant in our current environment where our population is ageing; the risk of having a stroke is increased significantly by the –, as one ages, and we are living in an ageing population and [shows slide 5] this is some data published by Professor Rothwell in the Lancet in 2005, which shows the increased prevalence of vascular disease, especially stroke, with age. In the EU population, the over-65 group will increase by 2050, it is estimated by Social Trends Office for National Statistics, to be 29% of the population that’ll be over 65 years of age.” 8010_Powerpoint_Page.jpg Culture and Inclusive language • • •Our population is ageing / We are living in an ageing population •+ •The risk of having a stroke is increased significantly by the –, as one ages •= •? 8010_Powerpoint_Page.jpg Culture and Inclusive language • • •Our population is ageing / We are living in an ageing population •+ •The risk of having a stroke is increased significantly by the –, as one ages •= •We are at an increasing risk of stroke. 8010_Powerpoint_Page.jpg Lecture extract – transcript • •[shows slide 1] Good afternoon, my name is George Pope, I’m a consultant physician working in the John Radcliffe Hospital in Oxford and an honour– honorary senior clinical lecturer in the University of Oxford and I have the privilege today of talking to you about stroke, an extremely exciting field of medicine evolving over the last 100 years and very, very quickly evolving over the last 10 years. So if I’d like to just go, go through the outline of my talk [shows slide 2] which really looks at introducing stroke and how important a stroke is in our population for patients and for society, how, what is a stroke, and try and go through some outline of giving you an understanding of what it means to have a stroke, the making of the diagnosis from the physicians’ point of view, the classification which is relevant to the prognosis and the impact on, of, of stroke on people. I’d then like to go on to talk about the primary prevention, or the treatment strategy which is three-fold, primary prevention, secondary prevention, and the very exciting acute treatment which has now emerged over the past ten years as I’ve said, with thrombolysis and hemicraniectomy; thrombolysis is the use of clot-busting agents and hemicraniectomy is the use of surgical procedures to relieve pressure in the brain, both exclusive treatments that are restricted to a very select population of stroke patients. •So if I can go through some of the facts to begin, these people you may recognize, Elizabeth Taylor, Sharon Stone, Dudley, all have had strokes, and the list is long, and why is it long? Well, every two seconds, somebody in the world has a stroke, and every six seconds, somebody in the world dies from a stroke. That leaves 5.8 million lives per year lost to stroke, and this is information coming from the World Health Report in 2007, the Geneva Report. [shows slide 4] Furthermore, it’s the third commonest cause of death, with a third of strokes being fatal; one in six people in the world will have a stroke in their lifetime, it’s unlikely to get through life without knowing somebody, a first-degree relative or very close friend, who will not have a stroke. It is commoner than the combination of AIDS, TB, and malaria; one in six as I’ve said will have a recurrence. This is even more relevant in our current environment where our population is ageing; the risk of having a stroke is increased significantly by the–, as one ages, and we are living in an ageing population and [shows slide 5] this is some data published by Professor Rothwell in the Lancet in 2005, which shows the increased prevalence of vascular disease, especially stroke, with age. In the EU population, the over-65 group will increase by 2050, it is estimated by Social Trends Office for National Statistics, to be 29% of the population that’ll be over 65 years of age. • 8010_Powerpoint_Page.jpg Bibliography • •de Chazal, E. 2014. English for Academic Purposes (Oxford Handbooks for Language Teachers). Oxford: Oxford University Press. •de Chazal, E. and S. McCarter. 2012. Oxford EAP Upper Intermediate/B2 Student’s Book. Oxford: Oxford University Press. •de Chazal, E. and L. Rogers, L. 2013. Oxford EAP Intermediate/B1 Student’s Book. Oxford: Oxford University Press. •de Chazal, E. and J. Moore. 2013. Oxford EAP Advanced/C1 Student’s Book. Oxford: Oxford University Press.