The French Second Empire: an anatomy of political power

Price, Roger, The French Second Empire: an anatomy of political power (Cambridge: Cambridge University Press, 2001), pp.x+507 RAE2008

Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism

This research was prompted by the developing political discourse proposing the teaching of Britishness and British values in the context of the United Kingdom. This discourse will be reviewed in the first part of the article, in the context of previous work which has sought to assess how Britishness and related concepts might be promoted through education. The second part will be based on questionnaire responses from a sample of students following post-graduate initial teacher training programmes in a number of higher education partnerships. It indicates that, while political discourse and educational policy have sensitised trainee teachers to the agenda, there remains a deep uncertainty and misgiving about this as an educational objective.

The impact of an integral student engagement approach on teaching Operations and Supply Chain Management

In this study we investigate the influence of the implementation of multidimensional engagement on students’ academic, social and emotional outcomes in the teaching of Operations and Supply Chain Management (OSCM) modules. Next to the academic and behavioural engagement dimensions, which are traditionally used to engage students in OSCM courses, we also incorporate a cognitive dimension to enhance integral student engagement. Up to know, integral student engagement is not reported in the OSCM literature. Cognitive engagement is based on implementation of summative self- and peer-assessment of weekly assignments. Our investigation is based on action research, conducted in an OSCM module over two consecutive years. We found that, in general, multidimensional engagement results in higher levels of academic performance, development of relationships with academic staff and their peers and emotional satisfaction. These findings are discussed in relation to several contextual factors: nature of the study material, gender, and the home location of students.

Perceptions of some teachers about the similarities and/or differences in teaching online versus in a classroom environment /

The introduction of computer and communications technology, and particularly the internet, into education has opened up some new possibilities for teaching and learning. Courses designed and delivered in an online environment offer the possibility of highly interactive and individually focussed teaching and learning experiences. However, online courses also present new challenges for both teachers and students. A qualitative study was conducted to explore teachers' perceptions about the similarities and differences in teaching in the online and face-to-face (F2F) environments. Focus group discussions were held with 5 teachers; 2 teachers were interviewed in depth. The participants, 3 female and 2 male, were full-time teachers from a large College of Applied Arts & Technology in southern Ontario. Each of them had over 10 years of F2F teaching experience and each had been involved in the development and teaching of at least one online course. i - -; The study focussed on how teaching in the online environment compares with teaching in the F2F environment, what roles teachers and students adopt in each setting, what learning communities mean online and F2F and how they are developed, and how institutional policies, procedures, and infrastructure affect teaching and learning F2F and online. This study was emic in nature, that is the teachers' words determine the themes identified throughout the study. The factors identified as affecting teaching in an online environment included teacher issues such as course design, motivation to teach online, teaching style, role, characteristics or skills, and strategies. Student issues as perceived by the teachers included learning styles, role, and characteristics or skills. As well, technology issues such as a reliable infrastructure, clear role and responsibilities for maintaining the infrastructure, support, and multimedia capability affected teaching online. Finally, administrative policies and procedures, including teacher selection and training, registration and scheduling procedures, intellectual property and workload policies, and the development and communication of a comprehensive strategic plan were found to impact on teaching online. The teachers shared some of the benefits they perceived about teaching online as well as some of the challenges they had faced and challenges they perceived students had faced online. Overall, the teachers feh that there were more similarities than differences in teaching between the two environments, with the main differences being the change from F2F verbal interactions involving body language to online written interactions without body language cues, and the fundamental reliance on technology in the online environment. These findings support previous research in online teaching and learning, and add teachers' perspectives on the factors that stay the same and the factors that change when moving from a F2F environment to an online environment.

The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students

Forty grade 9 students were selected from a small rural board in southern Ontario. The students were in two classes and were treated as two groups. The treatment group received instruction in the Logical Numerical Problem Solving Strategy every day for 37 minutes over a 6 week period. The control group received instruction in problem solving without this strategy over the same time period. Then the control group received the treat~ent and the treatment group received the instruction without the strategy. Quite a large variance was found in the problem solving ability of students in grade 9. It was also found that the growth of the problem solving ability achievement of students could be measured using growth strands based upon the results of the pilot study. The analysis of the results of the study using t-tests and a MANOVA demonstrated that the teaching of the strategy did not significaritly (at p s 0.05) increase the problem solving achievement of the students. However, there was an encouraging trend seen in the data.

A Case Study of Disengaged Students' Experiences with Teaching Games for Understanding

The purpose of this research study was to determine if the instructional model, Teaching Games for Understanding (TGfU), would allow for the successful teaching of sport to disengaged female students in Physical Education (PE) classes. An instrumental case study research design was used to determine grade nine female students’ experiences with TGfU, the factors of TGfU that facilitated their engagement, and the ways in which these students resisted engaging in TGfU. Data was collected through a pre and post TGfU unit focus group, participant observation, in-depth interviews, and researcher reflections. Results showed that TGfU caused an increase in the participants’ engagement in PE physically, mentally, and socially/emotionally. Future researchers could structure their entire study holistically and should examine TGfU’s impact on student engagement over the course of an entire semester. Subsequent studies should moreover examine the presence of disengagement within physically skilled students in PE.

Oral French Communication in French Immersion Canadian and World Studies Classrooms: A Primer for Educators

This project presents a primer for secondary French Immersion teachers that facilitates the use of French oral communicative activities in secondary Canadian and World Studies courses. The primer supports collaborative and inclusive teaching strategies that invite students to speak and develop their oral French communication skills. The primer is divided into 2 main components: (a) Rationale for the Primer, and (b) the Strategies themselves, comprising succinct descriptions as well as potential uses and suggestions. A critical content analysis of various Ontario Ministry of Education documents was undertaken in order to explore the importance of oral communication in second-language learning in Ontario secondary schools. Furthermore, holistic and invitational education perspectives were examined in order to define the advantages of collaborative learning. Moreover, research in the stream of French Immersion studies was also referenced to frame the relevance of second-language learning and the significant role the French Immersion teacher plays. The aforementioned research contributes to the advancement of theory and practice regarding the importance of opportunities for oral French communication in secondary Canadian and World Studies courses.

Haplotype analysis suggest common founders in carriers of the recurrent BRCA2 mutation, 3398delAAAAG, in French Canadian hereditary breast and/ovarian cancer families

Affiliation: Faculté de médicine, Université de Montréal

Morbidity characteristics related to cardiovascular outcomes in French Canadian Families of the Saguenay-Lac-Saint-Jean region of Quebec

PROBLÉMATIQUE: L’Organisation Mondiale de la Santé (OMS) considère les maladies cardiovasculaires (MCVs) comme l'hypertension, la maladie coronarienne (par exemple, infarctus du myocarde), l'insuffisance cardiaque ainsi que les accidents cérébrovasculaires, parmi les principales causes de mortalité dans le monde. Les MCVs sont des maladies multifactorielles caractérisées par des interactions complexes entre le génome et l'environnement et dont la prévalence augmente rapidement dans toutes les populations du globe, ce qui vient compliquer d'autant l'étude de leurs bases héréditaires. Nos études précédentes sur la population fondatrice des familles Canadiennes-françaises de la région du Saguenay-Lac-Saint-Jean (SLSJ) au Québec ont permis d’obtenir une carte des loci significativement liés à des déterminants qualitatifs et quantitatifs de l’hypertension et ses déterminants métaboliques [1, 2]. HYPOTHÈSE ET OBJECTIF: Puisque nos données préliminaires nous suggèrent que la mort prématurée consécutive aux MCVs possède des composantes génétique et environnementale, notre hypothèse de départ est que les maladies avec occurrences fatales et non fatales (OF et ONF, respectivement) ont des caractéristiques distinctes, surtout lorsqu’en lien avec le système CV. Pour réaliser ce projet, nos objectifs sont d’analyser les causes de morbidité/mortalité d’hypertendus avec ou sans obésité chez des familles de la région du SLSJ. Nous accomplirons ceci en interrogeant les registres des hôpitaux et de l'état civil de même que les données généalogiques de 1950 jusqu'à maintenant. Nous voulons décrire et étudier les OF pour les comparer aux NFO. RÉSULTATS: Nous avons identifié un total de 3,654 diagnostiques appartenant aux OF et ONF chez les 343 sujets étudiés. Pour les OF, nous avons trouvé que: (1) un grand total de 1,103 diagnostiques du système circulatoire ont affecté 299 sujets avec 555 occurrences et 247 premières occurrences; (2) 333 des sujets participants ont reçu 1,536 diagnostiques non-CV avec 195 occurrences et 107 premières occurrences; (3) 62 diagnostiques de toutes autres causes chez 62 des sujets participants avec 81 occurrences et 11 premières occurrences. Pour les ONF: (1) 156 diagnostiques du système circulatoire ont affecté 105 sujets; (2) 60 diagnostiques de causes non-CV chez 53 des sujets; (3) et 718 diagnostiques de toutes autres causes chez 252 des sujets. Pour les OF, 109 des 333 sujets affectés par les maladies non-CV et 58 des 62 par toutes autres maladies étaient atteints simultanément par des MCV. Nous avons décrit les caractéristiques des maladies avec occurrences fatales et non fatales. Les MCVs prédominaient dans les résultats des premières occurrences et occurrences totales tandis que les maladies non-CV étaient les plus élevées pour les diagnostiques. De plus, les OF CV ont affecté 67.1% de notre échantillon de population, incluant les sujets co-affectés par les maladies non-CV ou de toutes autres causes. En fait, nos sujets ont un risque trois fois plus élevé de développer des MCVs (p<0.0001; χ2=1,575.348), tandis qu’il diminue de moitié pour les maladies non-CV comparativement au reste de la population du SLSJ (p=0.0006; χ2=11.834). Enfin, le risque de développer des tumeurs malignes est diminué de moitié dans notre échantillon comparativement à l’incidence régionale. CONCLUSION: Cette étude a apporté une nouvelle perspective sur les OF et ONF chez nos sujets de la région SLSJ du Québec après 11 ans. Quand on observe ces résultats en conjonction avec les MCVs, ce risque double.

An analysis of vocabulary and language constructions of six series of primary readers from the standpoint of teaching the deaf

This paper discusses a study to determnine the vocabulary and language construction of primary readers and suitability for use in teaching of hearing impaired children.

Post-frying oil drainage from potato chips and french fries: a comparative study of atmospheric and vacuum drainage

This paper represents a study of the transient changes occurring in temperature, and moisture and oil contents during the so called “post-frying drainage”—which is the duration for which a product is held in the head space of the fryer after it is removed from the oil. Since most of the oil adhering to the product penetrates into the structure during this period, this paper examines the effects of applying vacuum during drainage (1.33 kPa) to maintain the product temperature consistently above the water saturation temperature corresponding to the prevailing pressure (11 °C), which potentially eliminates water condensation and prevents the occluded surface oil from penetrating into the product structure. Draining under vacuum significantly lowers the oil content of potato chips by 38% compared to atmospheric drainage. This phenomenon can be further confirmed by confocal laser scanning microscopy (CLSM) images, which show that the boundary between the core and the crust regions is clearly visible in the case of vacuum drainage, whereas in the case of atmospheric drainage, the oil is distributed throughout the structure. Unfortunately, the same approach did not reduce the oil content of French fries—the oil content of vacuum-drained product was found similar to the product obtained by draining under atmospheric pressure. This is because the reduction in oil content only occurs when there is net moisture evaporation from the product and the evaporation rate is sufficient to force out the oil from the product; this was clearly not the case with French fries. The CLSM images show that the oil distribution in the products drained under atmospheric pressure and vacuum was similar.

A kinetic model for the formation of acrylamide during the finish-frying of commercial French fries

Acrylamide is formed from reducing sugars and asparagine during the preparation of French fries. The commercial preparation of French fries is a multi-stage process involving the preparation of frozen, par-fried potato strips for distribution to catering outlets where they are finish fried. The initial blanching, treatment in glucose solution and par-frying steps are crucial since they determine the levels of precursors present at the beginning of the finish frying process. In order to minimize the quantities of acrylamide in cooked fries, it is important to understand the impact of each stage on the formation of acrylamide. Acrylamide, amino acids, sugars, moisture, fat and color were monitored at time intervals during the frying of potato strips which had been dipped in varying concentrations of glucose and fructose during a typical pretreatment. A mathematical model of the finish-frying was developed based on the fundamental chemical reaction pathways, incorporating moisture and temperature gradients in the fries. This showed the contribution of both glucose and fructose to the generation of acrylamide, and accurately predicted the acrylamide content of the final fries.

Kinetic model for the formation of acrylamide during the finish-frying of commercial French fries

Acrylamide is formed from reducing sugars and asparagine during the preparation of French fries. The commercial preparation of French fries is a multistage process involving the preparation of frozen, par-fried potato strips for distribution to catering outlets, where they are finish-fried. The initial blanching, treatment in glucose solution, and par-frying steps are crucial because they determine the levels of precursors present at the beginning of the finish-frying process. To minimize the quantities of acrylamide in cooked fries, it is important to understand the impact of each stage on the formation of acrylamide. Acrylamide, amino acids, sugars, moisture, fat, and color were monitored at time intervals during the frying of potato strips that had been dipped in various concentrations of glucose and fructose during a typical pretreatment. A mathematical model based on the fundamental chemical reaction pathways of the finish-frying was developed, incorporating moisture and temperature gradients in the fries. This showed the contribution of both glucose and fructose to the generation of acrylamide and accurately predicted the acrylamide content of the final fries.

Knowledge and use of the lexicon in French as a second language

This special issue of JFLS focuses on what learners know about French words, on how they use that knowledge and on how it can be investigated and assessed. In many ways, it is a sequel to the special issue on the Acquisition of French as a Second Language edited by Myles and Towell that appeared in JFLS in 2004. While articles on the L2 acquisition of the French lexicon have appeared in a variety of journals, including JFLS, this special issue (SI) is the first volume which specifically focuses on lexical knowledge and use among learners of French as a second language. The issue is timely, because of the growing importance of vocabulary in the SLA research agenda, but also because research into vocabulary acquisition appears at the top of a list of areas in which teachers of Modern Foreign Languages are most interested.