Teaching down or learning up

Résumé : L'élément important que cette thèse sous-tend est que l'enseignement efficace n'est pas seulement constitué de techniques et de méthodologie, mais plutôt d'attitude et d'approche envers l'enseignement. Ceci ne veut pas nécessairement dire que plusieurs méthodes d'enseignement reçues dans un cours avec l'intention d'optimaliser les mécanismes de transmission et d'assimilation de la matière sont inappropriées. Cependant, l'absence de ce que nous pourrions définir comme un ton pédagogique est essentiel, c'est-à-dire, qu'une attitude positive à la productivité autant vis-à-vis de la matière à transmettre que vis-à-vis de l'individu impliqué dans "l'acte" de réception versus la découverte, aura davantage de succès. Toute autre méthode sera complètement inefficace, inaccessible, voire même inutile. D'emblée, dans l'hypothèse de départ, l'argument principal présente une attitude générale d'enseignement à divers échelons ; soit au niveau secondaire ou collégial qui est inappropriée, incomplète ou négative. En d'autres mots, cette approche thérapeutise l'éducation. Dans l'exercice de cette approche, l'enseignant ou l'enseignante adopte plutôt le rôle d'un thérapeute que celui d'un éducateur. De ce fait, le professeur en situation a une approche plutôt de thérapeute que celle de maître-précepteur et que la matière présentée est souvent diluée, et réduite à des niveaux d'apprentissage accompagnés de carences notoires et d'échecs académiques. Les attentes d'une performance dans le milieu académique sont souvent des plus modestes. Cette même tendance d'une éducation à la baisse est évidente aussi dans le processus d'évaluation. Il est certain que dans les disciplines non scientifiques, l'évaluation formative a grandement suivi l'évaluation normative conduisant le précepteur, tour à tour, dans une évaluation dormative dans laquelle l'effort et l'intention remplacent les aptitudes et les habilitées réelles. Si l'approche pédagogique est vraiment l'élément crucial de l'éducation, il Importe que l'approche générale influence le climat de l'éducation contemporaine, de fait, devienne un palliatif contre-productif souvent réhabilitant. De plus, cette pseudo-thérapie d'où d'écoule une attitude exigeante envers l'enseignant et l'apprenant dont le fondement est la reconnaissance des impératifs culturels qui en sont le reflet et le corps doit-être affirmé et transposé dans la réalité. Cette dernière comprend des attentes très poussées en ce qui concerne la performance en classe et aussi le respect de la matière qui contient la présentation routinière et fondamentale; renouveau intense du processus d'évaluation qui fournira des standards communs et des objectifs externes dans l'évaluation du travail de l'étudiant. Cette connaissance et domestication empirique que nous présente Vygotsky dans un climat contemporain qu'il a expliqué ces termes comme "des zones de développement proximales" basées sur la doctrine suivante que le bon apprentissage précède le développement et que conséquemment s'ensuit une pédagogie d'apprentissage plutôt qu'une pédagogie centrée sur l'apprenant. L'application significative de ces derniers principes ou de ces épistémologiques s'imbriquent dans une situation d'apprentissage ascentionnel dont la structure est détaillée et considérée par différentes perspectives de la recherche qui suit.||Abstract : The central tenet of this thesis is that effective teaching is not only and perhaps not primarily a matter of technique and methodology but of attitude and approach. This is not to say that diverse methods of classroom instruction intended to optimize the mechanics of transmission and the assimilation of data are inappropriate but that in the absence of what we might denominate as a certain pedagogical tone. that is, a productive attitude toward both the material to be conveyed and the individuel engaged in the 'act' of reception-and-discovery, even the most powerful methods will be differentially unavailing or, at best, inefficient. Given this initial assumption, the argument proceeds that the general attitude toward instruction currently in place at the secondary echelons, that is, on the high school and college levels, may be popularly represented as a 'teaching down' approach, in other words, as one which seeks to therapeuticize education. In practice this means that the teacher tends to manifest in situ more as a therapist than as a preceptor, that the material to be presented is frequently diluted or scaled down to perceived levels of cognitive (dis)ability (as is also the case with the rate of instruction), and that performance expectations in the current pedagogical milieu are commonly quite modest. The same downward trend is evident in assessment protocols as well. Certainly in the nonscientific disciplines, normative evaluation has been widely succeeded by formative evaluation, leading in turn to a peculiar kind of dormative evaluation in which intangibles such as effort and intention may deputize for realized ability. If pedagogical approach is indeed the crucial element in instruction, and if the general approach that pervades the contemporary climate of instruction is indeed counter-productively remedial or rehabilitory, that is, therapeutic, then it should follow that a more demanding attitude toward teaching and learning founded on the recognition of the culturel imperative which teaching both reflects and embodies needs to be re-affirmed and translated into practice. This latter would entail the maintenance of high expectations with regard to classroom performance, a respect for the material which precludes its routine mitigation or debasement, a renewed insistance on grading protocols that provide an external, 'objective' or communal standard against which the student's work can be measured, the empirical acknowledgment or domestication of what Vygotsky has termed "the zone of proximal development," based on the doctrine that good learning proceeds in advance of development, and conséquently, a learning-centered rather than learner-centered pedagogy. The meaningful application of this latter set of principles or epistemological gradients comprises the 'learning up' situation whose structure is excunined in some détail and considered from various perspectives in the ensuing.

Playing popular science

This was a peer-reviewed event that took place at the DiGRA-FDG conference in August 2016. While it has a paper component (the attached proposal), the output was a demonstration of games rather than a conference paper. As such, this entry should be considered an Event or Exhibition.

Seeing Turkish state formation processes: Mapping language and education census data

Language provides an interesting lens to look at state-building processes because of its cross-cutting nature. For example, in addition to its symbolic value and appeal, a national language has other roles in the process, including: (a) becoming the primary medium of communication which permits the nation to function efficiently in its political and economic life, (b) promoting social cohesion, allowing the nation to develop a common culture, and (c) forming a primordial basis for self-determination. Moreover, because of its cross-cutting nature, language interventions are rarely isolated activities. Languages are adopted by speakers, taking root in and spreading between communities because they are legitimated by legislation, and then reproduced through institutions like the education and military systems. Pádraig Ó’ Riagáin (1997) makes a case for this observing that “Language policy is formulated, implemented, and accomplishes its results within a complex interrelated set of economic, social, and political processes which include, inter alia, the operation of other non-language state policies” (p. 45). In the Turkish case, its foundational role in the formation of the Turkish nation-state but its linkages to human rights issues raises interesting issues about how socio-cultural practices become reproduced through institutional infrastructure formation. This dissertation is a country-level case study looking at Turkey’s nation-state building process through the lens of its language and education policy development processes with a focus on the early years of the Republic between 1927 and 1970. This project examines how different groups self-identified or were self-identified (as the case may be) in official Turkish statistical publications (e.g., the Turkish annual statistical yearbooks and the population censuses) during that time period when language and ethnicity data was made publicly available. The overarching questions this dissertation explores include: 1.What were the geo-political conditions surrounding the development and influencing the Turkish government’s language and education policies? 2.Are there any observable patterns in the geo-spatial distribution of language, literacy, and education participation rates over time? In what ways, are these traditionally linked variables (language, literacy, education participation) problematic? 3.What do changes in population identifiers, e.g., language and ethnicity, suggest about the government’s approach towards nation-state building through the construction of a civic Turkish identity and institution building? Archival secondary source data was digitized, aggregated by categories relevant to this project at national and provincial levels and over the course of time (primarily between 1927 and 2000). The data was then re-aggregated into values that could be longitudinally compared and then layered on aspatial administrative maps. This dissertation contributes to existing body of social policy literature by taking an interdisciplinary approach in looking at the larger socio-economic contexts in which language and education policies are produced.

Síntese de carboidratos por microalgas e produção de bioetanol

A maior parte da energia hoje consumida no mundo é derivada de fontes como petróleo, carvão e gás natural. Essas fontes, no entanto, não são renováveis e podem se esgotar em data futura. Nas últimas décadas, as fontes renováveis de combustíveis de base biológica, em especial o bioetanol, têm sido consideradas como alternativa à matriz energética convencional. Porém, existe a necessidade de ampliação da oferta de matérias-primas para produção de etanol, sem pressionar a área plantada para produção de alimentos, o que tem levado empresas e países a investirem em pesquisas para maior utilização de outras matériasprimas. As microalgas surgem como uma das alternativas mais promissoras para a produção de bioetanol, sendo que modificações nas condições de cultivo podem propiciar incremento na concentração de carboidratos destas. Neste contexto, o objetivo deste trabalho foi avaliar a influência da concentração de nutrientes na concentração de carboidratos de microalgas e produzir bioetanol a partir destas. Avaliou-se a síntese de carboidratos das microalgas Chlorella homosphaera e Spirulina platensis LEB 52 em cultivos mixotróficos com diferentes concentrações do componente nitrogenado e cloreto de sódio adicionados aos meios de cultivo. Para a microalga Chlorella minutissima, foram avaliados os efeitos do meio de cultivo e das concentrações dos componentes nitrogenado e fosfatados utilizados no meio de cultivo da microalga sobre a concentração de carboidratos desta. Foram realizadas fermentações alcoólicas utilizando como substrato biomassa das microalgas Chlorella pyrenoidosa e Spirulina sp. LEB 18 acrescidos de glicose e sacarose. Para a microalga Chlorella homosphaera, a maior produtividade em carboidratos foi obtida nos ensaios realizados com a maior concentração de KNO3 com menor concentração de NaCl e menor concentração de KNO3 com maior concentração de NaCl (0,014±0,001 g.L-1 .d-1 e 0,015±0,002 g.L-1 .d-1 , respectivamente). A maior produtividade em carboidratos nos cultivos de Spirulina platensis LEB 52 (0,116±0,002 g.L-1 .d-1 ) foi verificada no experimento no qual a microalga foi cultivada nas menores concentrações de NaNO3 e NaCl. A microalga Spirulina platensis LEB 52 apresentou maior produtividade em carboidratos quando comparada à microalga Chlorella homosphaera. A microalga Chlorella minutissima cultivada em meio Basal, com adição de 0,125 g.L-1 do componente nitrogenado (KNO3) e sem adição dos componentes fosfatados (K2HPO4 e KH2PO4) apresentou a maior produtividade em carboidratos nos cultivos (0,030±0,002 g.L-1 .d-1 ). O ensaio com biomassa de Spirulina sp. LEB 18 com adição de glicose apresentou eficiência superior na formação de etanol e produtividade em etanol (68,487±2,592% e 1,182±0,051g.L-1 .h-1 , respectivamente).

Bande dessinée on the periphery

This thesis examines how Brittany and Corsica are represented in the medium of bande dessinée. Both are peripheral French regions with cultural identities markedly different from that of the overarching French norm, and both have been historically subject to ridicule from the political and cultural centre. By comparing a fair selection of bandes dessinées which are either set in Brittany or Corsica or feature characters from the relevant regions, this thesis sets out to discover whether representations of Brittany and Corsica differ according to the origin of the creators of the bandes dessinées and, if so, how. To facilitate this analysis, the bandes dessinées included for study have been classified as either external representations (published by mainstream bande dessinée publishers and/or the work of creators originating from outside the two regions) or internal representations (published by local Breton or Corsican companies and/or the work of local creators). It transpires that there are clear differences between mainstream and local bande dessinée authors and illustrators with regard to their portrayal of the local culture of both ‘outlying’ regions. External representations rely on broad stereotypes and received ideas, while internal representations draw on local folklore, regional history and regional identity to create works with more local relevance. In some cases internal representations are or were clearly aimed at a local market, while others aim both at local readers and at the wider bande dessinée market. Those aimed at a wider readership have an additional function, namely that of promoting their regional cultures in French culture generally and offering an alternative to the stereotypical representations presented by larger publishers of bandes dessinées. Brittany and Corsica are examined separately, each taking up roughly half of the thesis. Each half has the same general structure, beginning with discussion of how historical events have shaped perceptions of Brittany and Corsica in French popular consciousness, followed by analysis of the respective external representations and lastly internal representations. There are also two case studies of representations of Corsica in wider visual culture. Owing to its widespread appeal, its adaptability and its capacity to reflect popular opinion in different sectors of society, the medium of bande dessinée offers a potentially rich field for the investigation of social and cultural attitudes and prejudices. It is hoped that this thesis points the way to further research on the topic.

Panoptikum Bildung – Impulse zur demokratiepolitischen Bildung. Radiosendungen als Beitrag zu zivilgesellschaftlichem Engagement

Die Radiosendung Panoptikum Bildung versteht sich als Medium kritischer Berichterstattung und versucht sozialpolitische Phänomene durch sachliche Informationen aufzubereiten. Die einzelnen Radiobeiträge beleuchten bildungsrelevante Themen aus einem kritischen Blickwinkel, bieten umfassende Hintergrundinformationen und binden FachexpertInnen mit ein. Credo ist: Information statt Infotainment, Gespräch statt Floskeln, Wissensvermittlung anstelle von Talkshowformaten und Dialog statt Konfrontation. In diesem Beitrag, der sich auf bisher unveröffentlichte Jahresberichte der Radiosendereihe stützt, werden das Entstehen und die Leitgedanken sowie die Inhalte und Anliegen einzelner Radiobeiträge vor dem Hintergrund von Oskar Negts theoretischen Überlegungen zu Demokratie und Bildung beschrieben und reflektiert. (DIPF/Orig.)

A Cavalaria Portuguesa e as Missões de Paz : Reflexos da mudança da Arte Militar

O Exército Português tem projetado contingentes para participar em Missões de Paz sob e égide das principais Organizações Internacionais. Estas missões, pela sua complexidade exigiram das instituições militares a capacidade de atuar em conflitos em que as entidades desestabilizadoras se encontram no seio da população. O presente trabalho está subordinado ao tema: “A Cavalaria Portuguesa e as Missões de Paz – Reflexos da Mudança da Arte Militar” e o objectivo desta investigação é compreender as alterações efetuadas nas Unidades de Cavalaria projetadas em Operações de Apoio à Paz no Teatro de Operações do Kosovo. A metodologia utilizada para a realização do mesmo foi feita através do método indutivo, em que foi feito um estudo de caso baseado em Unidades de Cavalaria projetadas em Operações de Apoio à Paz no Teatro de Operações do Kosovo, com o objetivo de formular ideias e princípios a serem utilizados no Exército Português quer no mesmo teatro, quer em outros. A recolha de informação surgiu da análise documental e de algumas entrevistas feitas a militares que participaram em missões no Teatro de Operações do Kosovo. Os resultados espelharam que as mais notáveis alterações a nível orgânico, de instrução e treino e de emprego de viaturas blindadas no teatro refletiram-se sobretudo pela integração na Reserva Tática do Kosovo Force e consequentemente pela gradual pacificação do conflito.

Prevalencia del síndrome metabólico en el adulto mayor en las parroquias urbanas del cantón Cuenca, 2015

Introducción: En la actualidad existe un incremento de la población adulta mayor en el Ecuador, donde las tres principales causas de muerte son: diabetes, enfermedades hipertensivas, enfermedades cerebrovasculares. Las mismas que se relacionan etiopatológicamente con el síndrome metabólico. Objetivo: Determinar la prevalencia del síndrome metabólico (SM) en adultos mayores en el cantón Cuenca, 2015. Método y materiales: Se trata de un estudio descriptivo, que se realizó en 387 adultos de ambos sexos mayores de 65 años, en las parroquias urbanas del cantón Cuenca. Se excluyó a los adultos mayores con deficiencia mental, alteraciones del estado de conciencia, impedimento físico o con evidencia de diabetes. Para el levantamiento de los datos se utilizó una encuesta y se realizó pruebas de glicemia en ayunas, colesterol, triglicéridos, lípidos de alta densidad (HDL, high density lipids) y medidas antropométricas, los datos obtenidos fueron analizados estadísticamente mediante EpiInfo, Microsoft Excel 2010 y el software SPSS, y se presentó mediante tablas y gráficos de estadística descriptiva de porcentajes y frecuencias. Resultados: La media de edad fue de 73 años, el 63.57% fueron mujeres y el 36.43% hombres y la mayoría 35.4% tenía un nivel de instrucción de primaria completa. La prevalencia del síndrome metabólico fue del 54.01%, en las mujeres 61.38% y en los hombres 41.13%, la mayoría entre 65 y 74 años con un 53.2% y un 58.14% con estudios incompletos. Según el IMC la mayoría de adultos mayores con SM tenían sobrepeso 49.72% y obesidad. El criterio ATP III más encontrado fue la obesidad abdominal 78.81%, seguido por la disminución sérica de colesterol HDL, 74.42% y presión arterial elevada, 48.32%.

Prevalencia del síndrome metabólico en el adulto mayor en las parroquias urbanas del cantón Cuenca, 2015

Introducción: En la actualidad existe un incremento de la población adulta mayor en el Ecuador, donde las tres principales causas de muerte son: diabetes, enfermedades hipertensivas, enfermedades cerebrovasculares. Las mismas que se relacionan etiopatológicamente con el síndrome metabólico. Objetivo: Determinar la prevalencia del síndrome metabólico (SM) en adultos mayores en el cantón Cuenca, 2015. Método y materiales: Se trata de un estudio descriptivo, que se realizó en 387 adultos de ambos sexos mayores de 65 años, en las parroquias urbanas del cantón Cuenca. Se excluyó a los adultos mayores con deficiencia mental, alteraciones del estado de conciencia, impedimento físico o con evidencia de diabetes. Para el levantamiento de los datos se utilizó una encuesta y se realizó pruebas de glicemia en ayunas, colesterol, triglicéridos, lípidos de alta densidad (HDL, high density lipids) y medidas antropométricas, los datos obtenidos fueron analizados estadísticamente mediante EpiInfo, Microsoft Excel 2010 y el software SPSS, y se presentó mediante tablas y gráficos de estadística descriptiva de porcentajes y frecuencias. Resultados: La media de edad fue de 73 años, el 63.57% fueron mujeres y el 36.43% hombres y la mayoría 35.4% tenía un nivel de instrucción de primaria completa. La prevalencia del síndrome metabólico fue del 54.01%, en las mujeres 61.38% y en los hombres 41.13%, la mayoría entre 65 y 74 años con un 53.2% y un 58.14% con estudios incompletos. Según el IMC la mayoría de adultos mayores con SM tenían sobrepeso 49.72% y obesidad. El criterio ATP III más encontrado fue la obesidad abdominal 78.81%, seguido por la disminución sérica de colesterol HDL, 74.42% y presión arterial elevada, 48.32%.

Cultivo de Ankistrodesmus gracilis (Reisch) Korsikov (Chlorophyta) em laboratório utilizando meio CHU12 e de macrófita com NPK

Two different culture media, namely CHU12 and inorganic fertilizer NPK (20-5-20) associated with macrophyte (Eichhornia crassipes) extract, were used to evaluate the development of A. gracilis. Growth rate, development, nutritional value and medium water quality were analyzed. A. gracilis in macrophyte+NPK medium had mean cell density (333x10(5) cells/mL) higher than medium CHU12 (302x10(5) cells/mL). Protein rate (12.52% PS), dry weight (397x10(7) pg/cell) and ashes (4.08x10(7) pg/cell) in A. gracilis was higher (p<0.05) than medium macrophyte+NPK. on the other hand, lipids, carbohydrates and fibers had the same rate (p>0.05) in both media. When hydrological variables in the culture medium of A. gracilis are taken into account, dissolved oxygen and free CO2 alone failed to have any significant difference (p>0.05) between the media employed. A. gracilis in the macrophyte+NPK medium had the same nutritional rate as the commercial medium CHU12, with excellent results for alga growth. Macrophyte medium may be used for large scale alga culture in the feed of fish larvae.

Sintaxis del discurso en Dt 4, 1-40

Dt 4, 1-40 it a Biblical text particularly relevant, both for its location and sense within the Deuteronomy book, as well as for its relation with the overall Deuteronomist literature. However, we do not handle in-depth and extensive studies of this text, with exception of the works published by G. Braulik516, D. Knapp517 and K. Holter518, and other exploratory studies much thoroughly investigated, as well as small monographic ones specified in a particular matter. On the other hand, the investigation of the text has been focused mainly around the historical and theological analysis of it, with the purpose to determine the time in which the text was introduced in the total of the book, as well as to weight the significance of the different stratum of the text, its sources... For this reason, other medium of approach to the text has been left aside, or had been used only as instruments to be served to the main purpose of this study. This has been for instance the study of the literary analysis. Nevertheless, during these last years, the literary investigation of the biblical texts (linguistics, narrative, rhetoric, comparative literature...) has gained boom, and had allowed a great appreciation of these texts, overall its historical or theological relevance. Dt 4, 1-40 has been benefit from all of it. The studies dedicated to the literary analysis of Dt 4, 1-40 show considerable patterns on the ways they had been carried. We have analysed them from the syntax and narrative points of view, fields very little investigated up to now. We believe it is necessary to study the text from these two perspectives to appreciate the wealth of this literary composition beyond the topics covered on it, and to contribute this way to a deep investigation of such a significant text in shape and content for the present Biblical Philology. The final objective of our study it is to arrive to a full comprehension of the thematic and literary unity of the text through its syntactic and narrative analysis, and, at the same time, to determine the mutual and necessary relationship that exist between one to another in this line of investigation...

Les facteurs affectant les taux de réussite des cours d’anglais et de sciences humaines des étudiants dans les programmes de formation technique

A large percentage of Vanier College's technology students do not attain their College degrees within the scheduled three years of their program. A closer investigation of the problem revealed that in many of these cases these students had completed all of their program professional courses but they had not completed all of the required English and/or Humanities courses. Fortunately, most of these students do extend their stay at the college for the one or more semesters required for graduation, although some choose to go on into the workforce without returning to complete the missing English and/or Humanities and without their College Degrees. The purpose of this research was to discover if there was any significant measure of association between a student's family linguistic background, family cultural background, high school average, and/or College English Placement Test results and his or her likelihood of succeeding in his or her English and/or Humanities courses within the scheduled three years of the program. Because of both demographic differences between 'hard' and 'soft' technologies, including student population, more specifically gender ratios and student average ages in specific programs; and program differences, including program writing requirements and types of practical skill activities required; in order to have a more uniform sample, the research was limited to the hard technologies where students work hands-on with hardware and/or computers and tend to have overall low research and writing requirements. Based on a review of current literature and observations made in one of the hard technology programs at Vanier College, eight research questions were developed. These questions were designed to examine different aspects of success in the English and Humanities courses such as failure and completion rates and the number of courses remaining after the end of the fifth semester and as well examine how the students assessed their ability to communicate in English. The eight research questions were broken down into a total of 54 hypotheses. The high number of hypotheses was required to address a total of seven independent variables: primary home language, high school language of instruction, student's place of birth (Canada, Not-Canada), student's parents' place of birth (Both-born-in-Canada, Not-both-born-in-Canada), high school averages and English placement level (as a result of the College English Entry Test); and eleven dependent variables: number of English completed, number of English failed, whether all English were completed by the end of the 5th semester (yes, no), number of Humanities courses completed, number of Humanities courses failed, whether all the Humanities courses were completed by the end of the 5th semester (yes, no), the total number of English and Humanities courses left, and the students' assessments of their ability to speak, read and write in English. The data required to address the hypotheses were collected from two sources, from the students themselves and from the College. Fifth and sixth semester students from Building Engineering Systems, Computer and Digital Systems, Computer Science and Industrial Electronics Technology Programs were surveyed to collect personal information including family cultural and linguistic history and current language usages, high school language of instruction, perceived fluency in speaking, reading and writing in English and perceived difficulty in completing English and Humanities courses. The College was able to provide current academic information on each of the students, including copies of college program planners and transcripts, and high school transcripts for students who attended a high school in Quebec. Quantitative analyses were done on the data using the SPSS statistical analysis program. Of the fifty-four hypotheses analysed, in fourteen cases the results supported the research hypotheses, in the forty other cases the null hypotheses had to be accepted. One of the findings was that there was a strong significant association between a student's primary home language and place of birth and his or her perception of his or her ability to communicate in English (speak, read, and write) signifying that both students whose primary home language was not English and students who were not born in Canada, considered themselves, on average, to be weaker in these skills than did students whose primary home language was English. Although this finding was noteworthy, the two most significant findings were the association found between a student's English entry placement level and the number of English courses failed and the association between the parents' place of birth and the student's likelihood of succeeding in both his or her English and Humanities courses. According to the research results, the mean number of English courses failed, on average, by students placed in the lowest entry level of College English was significantly different from the number of English courses failed by students placed in any of the other entry level English courses. In this sample students who were placed in the lowest entry level of College English failed, on average, at least three times as many English courses as those placed in any of the other English entry level courses. These results are significant enough that they will be brought to the attention of the appropriate College administration. The results of this research also appeared to indicate that the most significant determining factor in a student's likelihood of completing his or her English and Humanities courses is his or her parents' place of birth (both-born-in-Canada or not-both-born-in-Canada). Students who had at least one parent who was not born in Canada, would, on average, fail a significantly higher number of English courses, be significantly more likely to still have at least one English course left to complete by the end of the 5th semester, fail a significantly higher number of Humanities courses, be significantly more likely to still have at least one Humanities course to complete by the end of the 5th semester and have significantly more combined English and Humanities courses to complete at the end of their 5th semester than students with both parents born in Canada. This strong association between students' parents' place of birth and their likelihood of succeeding in their English and Humanities courses within the three years of their program appears to indicate that acculturation may be a more significant factor than either language or high school averages, for which no significant association was found for any of the English and Humanities related dependent variables. Although the sample size for this research was only 60 students and more research needs to be conducted in this area, to see if these results are supported with other groups within the College, these results are still significant. If the College can identify, at admission, the students who will be more likely to have difficulty in completing their English and Humanities courses, the College will now have the opportunity to intercede during or before the first semester, and offer these students the support they require in order to increase their chances of success in their education, whether it be classes or courses designed to meet their specific needs, special mentoring, tutoring or other forms of support. With the necessary support, the identified students will have a greater opportunity of successfully completing their programs within the scheduled three years, while at the same time the College will have improved its capacity to meeting the needs of its students.

PRISM (Polarized Radiation Imaging and Spectroscopy Mission): an extended white paper

PRISM (Polarized Radiation Imaging and Spectroscopy Mission) was proposed to ESA in May 2013 as a large-class mission for investigating within the framework of the ESA Cosmic Vision program a set of important scientific questions that require high res- olution, high sensitivity, full-sky observations of the sky emission at wavelengths ranging from millimeter-wave to the far-infrared. PRISM’s main objective is to explore the distant universe, probing cosmic history from very early times until now as well as the structures, distribution of matter, and velocity flows throughout our Hubble volume. PRISM will survey the full sky in a large number of frequency bands in both intensity and polarization and will measure the absolute spectrum of sky emission more than three orders of magnitude bet- ter than COBE FIRAS. The data obtained will allow us to precisely measure the absolute sky brightness and polarization of all the components of the sky emission in the observed frequency range, separating the primordial and extragalactic components cleanly from the galactic and zodiacal light emissions. The aim of this Extended White Paper is to provide a more detailed overview of the highlights of the new science that will be made possible by PRISM, which include: (1) the ultimate galaxy cluster survey using the Sunyaev-Zeldovich (SZ) e↵ect, detecting approximately 106 clusters extending to large redshift, including a char- acterization of the gas temperature of the brightest ones (through the relativistic corrections to the classic SZ template) as well as a peculiar velocity survey using the kinetic SZ e↵ect that comprises our entire Hubble volume; (2) a detailed characterization of the properties and evolution of dusty galaxies, where the most of the star formation in the universe took place, the faintest population of which constitute the di↵use CIB (Cosmic Infrared Background); (3) a characterization of the B modes from primordial gravity waves generated during inflation and from gravitational lensing, as well as the ultimate search for primordial non-Gaussianity using CMB polarization, which is less contaminated by foregrounds on small scales than thetemperature anisotropies; (4) a search for distortions from a perfect blackbody spectrum, which include some nearly certain signals and others that are more speculative but more informative; and (5) a study of the role of the magnetic field in star formation and its inter- action with other components of the interstellar medium of our Galaxy. These are but a few of the highlights presented here along with a description of the proposed instrument.

English-medium instruction in Sweden : Perspectives and practices in two upper secondary schools

This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom. A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden. The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used. In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

Short-term Physiological Changes In Roots And Leaves Of Sugarcane Varieties Exposed To H2o2 In Root Medium.

The aim of this study was to evaluate the differential sensitivity of sugarcane genotypes to H2O2 in root medium. As a hypothesis, the drought tolerant genotype would be able to minimize the oxidative damage and maintain the water transport from roots to shoots, reducing the negative effects on photosynthesis. The sugarcane genotypes IACSP94-2094 (drought tolerant) and IACSP94-2101 (drought sensitive) were grown in a growth chamber and exposed to three levels of H2O2 in nutrient solution: control; 3mmolL(-1) and 80mmolL(-1). Leaf gas exchange, photochemical activity, root hydraulic conductance (Lr) and antioxidant metabolism in both roots and leaves were evaluated after 15min of treatment with H2O2. Although, root hydraulic conductance, stomatal aperture, apparent electron transport rate and instantaneous carboxylation efficiency have been reduced by H2O2 in both genotypes, IACSP94-2094 presented higher values of those variables as compared to IACSP94-2101. There was a significant genotypic variation in relation to the physiological responses of sugarcane to increasing H2O2 in root tissues, being root changes associated with modifications in plant shoots. IACSP94-2094 presented a root antioxidant system more effective against H2O2 in root medium, regardless H2O2 concentration. Under low H2O2 concentration, water transport and leaf gas exchange of IACSP94-2094 were less affected as compared to IACSP94-2101. Under high H2O2 concentration, the lower sensitivity of IACSP94-2094 was associated with increases in superoxide dismutase activity in roots and leaves and increases in catalase activity in roots. In conclusion, we propose a general model of sugarcane reaction to H2O2, linking root and shoot physiological responses.