Shakespeare and the Colonial Encounter in India in the Eighteenth and Nineteenth Centuries

Thesis (Ph.D.)--University of Washington, 2016-03

"Je ne vous dirai point, mon très cher fils" Correspondance de Catherine de Charrière de Sévery 1780-1783

This dissertation examines the principles of education imbued in a three year correspondence between an eighteenth century woman and her teenage son from the French speaking region of Vaud, current day Switzerland. Despite her great respect for the literature and ideas of the new pedagogues of the Enlightenment, especially J.J. Rousseau and Mme de Genlis, Catherine de Charrière de Sévery maintained the traditional perspective of education of the Ancien Régime. To explore the concepts of education and instruction through the epistolary practice, this research is based on the corpus of 107 letters that Mme de Sévery wrote to her son Vilhelm between 1780 and 1783. Additional documents - among them Mme de Sévery’s diaries - from the particularly rich archival holdings of this aristocratic family have been used to complement her correspondence. Most previous studies on family correspondence have dealt with mothers to daughters, or fathers to sons, whereas this research is centered on letters between a mother and her son. The location of this family – Lausanne and the Pays de Vaud – provides a particular regional perspective due to two factors: immersion into a region uniformly Protestant, and the dual-influence of Germanic and French cultures. The study analyzes the educational principles that appear throughout Mme de Sévery’s letters by comparison with three literary works of the 18th century: a familiar correspondence, the Lettres du Lord Chesterfield à son fils (1776); the fundamental education treatise by J.J. Rousseau, Émile, ou de l’Éducation (1762); and a pedagogical treatise written by Mme de Genlis as an epistolary novel, Adèle et Théodore, ou lettres sur l’éducation. Using letters as the main tool to guide her son’s upbringing, Mme de Sévery highlights the moral and family values that are most important to her and leads him to find his place in society.

The Literature of Disaffection: Political Dysphoria and British Modernism after 1930

This dissertation argues that “disaffection” is an overlooked but foundational posture of mid-twentieth-century British and Anglophone literature. Previously misdiagnosed as quietism or apathy, disaffection instead describes how many late modernist writers mediated between their ideological misgivings and the pressure to respond to dire political crises, from the Second World War to the creation of new postcolonial nations. Stylists of disaffection—such as Henry Green, Virginia Woolf, Elizabeth Bowen, and V. S. Naipaul—grappled with how limiting cultural assumptions, for instance, about class and nation, seemed to inhere in particular aesthetic techniques like stream of consciousness or realism. Disaffected literature appeals to but then disrupts a given technique’s projection of these assumptions and the social totality that they imagine. This literary “bait-and-switch” creates a feeling of dysphoria whereby readers experience a text unnervingly different from what they had been led to expect. Recognizing the formative work of literary disaffection in late modernism offers an original way to conceptualize the transition between modernist and postmodernist literature in the twentieth century.

Our own language: Scots verse translation and the second-generation Scottish renaissance

This thesis examines the role of Scots language verse translation in the second-generation or post-war Scottish Renaissance. The translation of European poetry into Scots was of central importance to the first-generation Scottish Renaissance of the nineteen twenties and thirties. As Margery Palmer McCulloch has shown, the wider cultural climate of Anglo-American modernism was key to MacDiarmid’s conception of the interwar Scottish Renaissance. What was the effect on second-generation poet-translators as the modernist moment passed? Are the many translations undertaken by the younger poets who emerged in the course of the nineteen forties and fifties a faithful reflection of this cultural inheritance? To what extent are they indicative of a new set of priorities and international influences? The five principal translators discussed in this thesis are Douglas Young (1913-1973), Sydney Goodsir Smith (1915-1975), Robert Garioch (1909-1981), Tom Scott (1918-1995) and William J. Tait (1918-1992). Each is the subject of a chapter, in many cases providing the first or most extensive treatment of particular translations. While the pioneering work of John Corbett, Bill Findlay and J. Derrick McClure, among other scholars, has drawn attention to the long history of literary translation into Scots, this thesis is the first extended critical work to take the verse translations of the post-MacDiarmid makars as its subject. The nature and extent of MacDiarmid’s influence is considered throughout, as are the wider discourses around language and translation in twentieth-century Scottish poetry. Critical engagement with a number of key insights from theoretical translation studies helps to situate these writers’ work in its global context. This thesis also explores the ways in which the specific context of Scots translation allows scholars to complicate or expand upon theories of translation developed in other cultural situations (notably Lawrence Venuti’s writing on domestication and foreignisation). The five writers upon whom this thesis concentrates were all highly individual, occasionally idiosyncratic personalities. Young’s polyglot ingenuity finds a foil in Garioch’s sharp, humane wit. Goodsir Smith’s romantic ironising meets its match in Scott’s radical certainty of cause. Tait’s use of the Shetlandic tongue sets him apart. Nonetheless, despite the great variety of style, form and tone shown by each of these translators, this thesis demonstrates that there are meaningful links to be made between them and that they form a unified, coherent group in the wider landscape of twentieth-century Scottish poetry. On the linguistic level, each engaged to some extent in the composition of a ‘synthetic’ or ‘plastic’ language deriving partly from literary sources, partly from the spoken language around them. On a more fundamental level, each was committed to enriching this language through translation, within which a number of key areas of interest emerge. One of the most important of these key areas is Gaelic – especially the poetry of Sorley MacLean, which Young, Garioch and Goodsir Smith all translated into Scots. This is to some extent an act of solidarity on the part of these Scots poets, acknowledging a shared history of marginalisation as well as expressing shared hopes for the future. The same is true of Goodsir Smith’s translations from a number of Eastern European poets (and Edwin Morgan’s own versions, slightly later in the century). The translation of verse drama by poets is another key theme sustained throughout the thesis, with Garioch and Young attempting to fill what they perceived as a gap in the Scots tradition through translation from other languages (another aspect of these writers’ legacy continued by Morgan). Beyond this, all of the writers discussed in this thesis translated extensively from European poetries from Ancient Greece to twentieth-century France. Their reasons for doing so were various, but a certain cosmopolitan idealism figures highly among them. So too does a desire to see Scotland interact with other European nations, thus escaping the potentially narrowing influence of post-war British culture. This thesis addresses the legacy of these writers’ translations, which, it argues, continue to exercise a perceptible influence on the course of poetry in Scotland. This work constitutes a significant contribution to a much-needed wider critical re-assessment of this pivotal period in modern Scottish writing, offering a fresh perspective on the formal and linguistic merits of these poets’ verse translations. Drawing upon frequently obscure book, pamphlet and periodical sources, as well as unpublished manuscripts in the National Library of Scotland and the Shetland Archives, this thesis breaks new ground in its investigation of the role of Scots verse translation in the second-generation Scottish Renaissance.

Facteurs susceptibles d’influencer l'implantation de l'Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et du Programme-cadre de français pour les personnes immigrantes adultes au Québec

La coexistence des services de francisation au Québec pour les personnes immigrantes adultes a fait l'objet de divers enjeux liés notamment au passage des apprenants d'un lieu de formation à un autre (Québec, MICC, 2011a). Dans le but de répondre à ces enjeux et d’harmoniser l'offre de services gouvernementaux en matière de francisation des adultes, le ministère de l'Immigration et des Communautés culturelles (MICC) a élaboré en collaboration avec le ministère de l'Éducation, du Loisir et du Sport (MELS), une innovation pédagogique, soit un référentiel commun québécois composé de deux instruments : l’Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et le Programme-cadre de français pour les personnes immigrantes adultes au Québec. Le but de notre étude était de mieux comprendre l'implantation du référentiel commun québécois, de faire état des représentations du personnel enseignant en francisation vis-à-vis de cette innovation pédagogique et d’identifier les principaux facteurs qui structurent son implantation. Pour atteindre ces objectifs de recherche, nous avons mené une étude qualitative dans laquelle nous nous sommes appuyée sur le modèle d'implantation de Vince-Whitman (2009) qui identifie douze facteurs facilitant l’implantation d’une politique et d’une pratique. Nous avons accédé aux représentations de douze enseignantes et enseignants en francisation qui œuvrent au MICC et au MELS lors d’entretiens de groupe en leur permettant de s'exprimer sur leurs pratiques pédagogiques et sur leurs impressions du référentiel commun québécois. À l’aide du logiciel QSF NVivo 8, nous avons analysé le contenu des propos de nos participants de recherche. Nos résultats démontrent que le manque appréhendé de ressources – humaines, matérielles et financières, et un manque de temps, de formation et de collaboration professionnelle pourraient représenter des obstacles et nuire à une éventuelle implantation du référentiel commun québécois. À la lumière de ces résultats, nous proposons un cadre de référence composé de sept facteurs d’implantation d’une innovation pédagogique afin de mieux rendre compte d’une réalité spécifique et contemporaine, celle de l'implantation du référentiel commun québécois pour la francisation des immigrants adultes scolarisés. Les écrits scientifiques et nos résultats de recherche démontrent que de diverses formes de soutien, principalement du matériel pédagogique approprié et suffisant, peuvent constituer un facteur-clé dans la réussite de l’implantation d’une innovation pédagogique.

Preliminary assessment of the numerical competencies of children from a public preschool and kindergarten in Cuenca

Existe abundante evidencia de que los niños pequeños son capaces de desarrollar un conocimiento matemático y que las destrezas aritméticas de estos niños son predictores de su desempeño académico futuro. También existe un acuerdo común de que la calidad de la educación matemática inicial tiene una importante influencia en el aprendizaje posterior de los niños. En Ecuador hay escasos estudios sobre las competencias matemáticas tempranas de los niños y sobre su enseñanza. Por ello, se inició un estudio para (1) evaluar las competencias numéricas de los niños de pre-escolar y kindergarten (primero de básica) que asisten a una escuela pública de Cuenca, con el objetivo de analizar críticamente su pensamiento y razonamiento numérico; y (2) examinar las prácticas y creencias de los profesores con relación a la enseñanza de la matemática y a las competencias matemáticas de los niños. La aplicación del Test de Conocimiento Numérico (Griffin, 2005) demostró que la mayoría de los niños participantes no habían desarrollado habilidades numéricas básicas. Adicionalmente, los profesores expresaron una fuerte creencia de que los niños pequeños no son capaces de tener un pensamiento matemático. Como consecuencia, las actividades matemáticas que realizan los niños y profesores son desarrolladas de manera insuficiente. Las implicaciones científicas y prácticas de estos resultados son discutidas.

Electracy in Praxis: Pedagogical Relays for an Undergraduate Writing Curriculum

The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity, and multimodality of writing for the Internet is realized in Gregory L. Ulmer’s electracy theory. Ulmer’s open invitation to continually invent the theory has resulted in the proliferation of relays, or weak models, by electracy advocates for understanding and applying the theory. Most relays, however, remain theoretical rather than practical for the writing classroom, and electracy instruction remains rare, potentially hindering the theory’s development. In this dissertation, I address the gap in electracy praxis by adapting, developing, and remixing relays for a functional electracy curriculum with first-year writing students in the Virginia Community College System as the target audience. I review existing electracy relays, pedagogical applications, and assessment practices – Ulmer’s and those of electracy advocates – before introducing my own relays, which take the form of modules. My proposed relay modules are designed for adaptability with the goals of introducing digital natives to the logic of new media and guiding instructors to possible implementations of electracy. Each module contains a justification, core competencies and learning outcomes, optional readings, an assignment with supplemental exercises, and assessment criteria. My Playlist, Transduction, and (Sim)ulation relays follow sound backward curricular design principles and emphasize core hallmarks of electracy as juxtaposed alongside literacy. This dissertation encourages the instruction of new media in Ulmer’s postmodern apparatus in which student invention via the articulation of fragments from various semiotic modes stems from and results in new methodologies for and understandings of digital communication.

Entrepreneurship education in Portugal: 2004/2005 national survey

Education in entrepreneurship is a relatively new addition to the curriculum of institutions of higher education in Portugal. Forty-one percent of the current courses were first offered in 2003 or 2004. This recent awakening to the importance of entrepreneurship education is both reactive to the needs of the market as well as pro-active through the interests of professors. As the developing phenomenon of entrepreneurship education grows there is an urgent need to better understand and develop this area through academic research. Pedagogy, course content, the use of technology as well as other parallel initiatives related to entrepreneurship education in Portugal are the primary focus of this national survey of academic year 2004/2005. The majority (76.5%) of professors surveyed stated that their university has plans to create an entrepreneurship/innovation center. However, it is believed that roles and activities that a “center” must have to be effective are, as of yet, not well-defined in the Portuguese context. In developing future initiatives, Portugal could benefit by looking at models from other countries that have well-developed entrepreneurship educational offerings and support structures. Findings indicate that current course pedagogy in Portugal relies heavily on business plan creation and theoretical lectures and seldom makes use of computer business simulations, role-playing or internships. In addition, greater use of the Internet as a method for disseminating information to students and entrepreneurs could help “market” entrepreneurship education better and improve the perception of those students not currently taking an entrepreneurship course.

Jiao Tong: A Grounded Theory of Chinese International Students' Transition to American Tertiary Education

University students are more globally mobile than ever before, increasingly receiving education outside of their home countries. One significant student exchange pattern is between China and the United States; Chinese students are the largest population of international students in the U.S. (Institute of International Education, 2014). Differences between Chinese and American culture in turn influence higher education praxis in both countries, and students are enculturated into the expectations and practices of their home countries. This implies significant changes for students who must navigate cultural differences, academic expectations, and social norms during the process of transition to a system of higher education outside their home country. Despite the trends in students’ global mobility and implications for international students’ transitions, scholarship about international students does not examine students’ experiences with the transition process to a new country and system of higher education. Related models were developed with American organizations and individuals, making it unlikely that they would be culturally transferable to Chinese international students’ transitions. This study used qualitative methods to deepen the understanding of Chinese international students’ transition processes. Grounded theory methods were used to invite the narratives of 18 Chinese international students at a large public American university, analyze the data, and build a theory that reflects Chinese international students’ experiences transitioning to American university life. Findings of the study show that Chinese international students experience a complex process of transition to study in the United States. Students’ pre-departure experiences, including previous exposure to American culture, family expectations, and language preparation, informed their transition. Upon arrival, students navigate resource seeking to fulfill their practical, emotional, social, intellectual, and ideological needs. As students experienced various positive and discouraging events, they developed responses to the pivotal moments. These behaviors formed patterns in which students sought familiarity or challenge subsequent to certain events. The findings and resulting theory provide a framework through which to better understand the experiences of Chinese international students in the context of American higher education.

READY FOR KINDERGARTEN: A TRAINING PROGRAM DESIGNED TO ENCOURAGE PARENT-CHILD CONVERSATION DURING THE PRESCHOOL YEARS

Many children in the United States begin kindergarten unprepared to converse in the academic language surrounding instruction, putting them at greater risk for later language and reading difficulties. Importantly, correlational research has shown there are certain experiences prior to kindergarten that foster the oral language skills needed to understand and produce academic language. The focus of this dissertation was on increasing one of these experiences: parent-child conversations about abstract and non-present concepts, known as decontextualized language (DL). Decontextualized language involves talking about non-present concepts such as events that happened in the past or future, or abstract discussions such as providing explanations or defining unknown words. As caregivers’ decontextualized language input to children aged three to five is consistently correlated with kindergarten oral language skills and later reading achievement, it is surprising no experimental research has been done to establish this relation causally. The study described in this dissertation filled this literature gap by designing, implementing, and evaluating a decontextualized language training program for parents of 4-year-old children (N=30). After obtaining an initial measure of decontextualized language, parents were randomly assigned to a control condition or training condition, the latter of which educated parents about decontextualized language and why it is important. All parents then audio-recorded four mealtime conversations over the next month, which were transcribed and reliably coded for decontextualized language. Results indicated that trained parents boosted their DL from roughly 17 percent of their total utterances at baseline to approximately 50 percent by the mid-point of the study, and remained at these boosted levels throughout the duration of the study. Children’s DL was also boosted by similar margins, but no improvement in children’s oral language skills was observed, measured prior to, and one month following training. Further, exploratory analyses pointed to parents’ initial use of DL and their theories of the malleability of intelligence (i.e., growth mindsets) as moderators of training gains. Altogether, these findings are a first step in establishing DL as a viable strategy for giving children the oral language skills needed to begin kindergarten ready to succeed in the classroom.

"I’ll call you when we are ready" (One family’s experience of critical care and end of life decision making)

The purpose of this paper is to explore through narrative accounts one family's expérience of critical care, after the admission of a family member to an Intensive Care Unit (ICU) and their subséquent death five weeks later. Numerous studies support the need for effective communication and clear information to be given to the family. In this instance it was évident from their stories that there were numerous barriers to communication, including language and a lack of insight into the needs of the family. Many families do not understand the complexities of nursing care in an ICU so lack of communication by nursing staff was identified as uncaring behavior and encounters. Facilitating a family's proximity to a dying patient and encouraging them to participate in care helps to maintain some sensé of personal control. Despite a commitment to involving family members in care, which was enshrined in the Unit Philosophy, relatives were banished to the waiting room for hours. They experienced feelings of powerlessness and helplessness as they waited with other relatives for news following investigations or until 'the doctor had completed his rounds'. Explanations of "we must make 'the patient' comfortable" was no consolation for those who wished to be involved in care. The words "I'il call you when we are ready" became a mantra to the forgotten families who waited patiently for those with power to admit them to the ICU. Implications are this family felt they were left alone to cope with the traumatic expériences leading up to and surrounding the death. They felt mainly supported by the priest, who not only administered the last rites but provided spiritual support to the family and dealt sensitively with many issues. Paternalism in décision making when there is a moral obligation to ensure that discussions on end of life dilemmas are an inclusive process with families, doctors, nurses was not understood, therefore it caused conflict within the family over EOL décision making. The family felt that the opportunity to share expériences through telling and retelling their stories would enable them to reconfigure the past and create purpose in the future.

Knowledge and writing in school mathematics : a communicational approach

This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.

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.

Inclusive cross section and double helicity asymmetry for pi(0) production in p plus p collisions at root s=62.4 GeV

The PHENIX experiment presents results from the RHIC 2006 run with polarized p + p collisions at root s = 62.4 GeV, for inclusive pi(0) production at midrapidity. Unpolarized cross section results are measured for transverse momenta p(T) = 0.5 to 7 GeV/c. Next-to-leading order perturbative quantum chromodynamics calculations are compared with the data, and while the calculations are consistent with the measurements, next-to-leading logarithmic corrections improve the agreement. Double helicity asymmetries A(LL) are presented for p(T) = 1 to 4 GeV/c and probe the higher range of Bjorken x of the gluon (x(g)) with better statistical precision than our previous measurements at root s = 200 GeV. These measurements are sensitive to the gluon polarization in the proton for 0.06 < x(g) < 0.4.

Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students

Demotivation in English language learning was investigated, using Vietnam as a case study, with three main foci: (i) the reasons (i.e., the demotives) underlying demotivation; (ii) the degree of influence of different demotives; and (iii) students’ experiences in overcoming demotivation. Using stimulated recall essays from 100 university students of their foreign language learning experiences, the findings indicated that demotivation was a significant issue for EFL learning, and a framework for discussing the different sources of demotives was developed. While some categories of demotives occurred more frequent than others, no category appeared to be more or less difficult to overcome. Rather, students’ awareness of the role of English language and their determination to succeed were critical factors in overcoming demotivation.