The Rogues of \u27Quoddy: Smuggling in the Maine New Brunswick Borderlands 1783-1820

Smuggling has been an important problem in American-Canadian relations. Yet the nature of smuggling is little understood; it is by definition an elusive, secretive, and subtle practice. This dissertation explores smuggling as a social force within a border community on the United States-Canada boundary. Smuggling almost always involved the illicit crossing of political boundaries, and as such can be used as a means of studying popular attitudes toward the creation of national borders. Moreover, because smuggling is directly related to the transition to modem capitalism, this study sheds light on the roots of both American and Canadian economic development. The Passamaquoddy region that straddles the border between Maine in the United States and New Brunswick in what is now Canada offers an ideal example of borderlands smuggling in the years following the American Revolution to the end of the War of 18 12. During this period, the international border running through Passamaquoddy was extremely ill-defined and subject to periodic military action and diplomatic correction. By 1783, two oppositional groups settled Passamaquoddy. Loyalist adherents to the British Crown settled the New Brunswick side of Passamaquoddy Bay, while republican Americans settled the Maine side. Despite the ideological differences of these two groups, and various laws that often prohibited trade between them, Passamaquoddy residents engaged in a lively smuggling trade even when the United States and Great Britain were fighting the War of 18 12. The accommodation between Loyalists and Americans at Passamaquoddy provides an opportunity to compare the historical experience of Canada and the United States, both of which have developed extensive frontier mythologies. The theoretical basis for this study is borderlands theory, which emphasizes modes of accommodation rather than conflict on the North American frontier. Smuggling thus provides a means to analyze the creation of the border between the United States and Canada, to compare the American and Canadian frontier experience, and to understand the transition to capitalism

ONLINE WRITING ASSESSMENTS, ESLs, AND THE ONE-TO-ONE INITIATIVE

The increasing number of English as a Second language students in US schools has provided new challenges in today’s classrooms. In addition to learning the language, culture, and curriculum of US schools, these students are also, in many cases, encountering technology for the first time. This lack of exposure creates a perfect storm as school systems adopt online assessments which in part, evaluate students for grade promotion. While technology exposure in schools is on the rise, so is the number of schools adopting a one-to-one program, where students are provided a laptop or other device for use, in many cases, at school and at home. The school district at the center of this study began its one-to-one program in 2013 using a gradual distribution method where interested schools applied to the one-to-one cohort. Annually, a handful of schools, elementary, middle, and high, would be selected from the yearly applications; thereby providing devices to students in the selected schools, while those schools not selected would continue to share, in many cases, a school computer lab or other technology resources. With research lacking, in particular on the ESL population, the goal of this study was to determine if students who had the opportunity to access technology at a one-to-one school had an advantage over those who did not have this same access when it came to their online writing assessment scores. This study analyzed pre-assessment survey data regarding technology access and use along with assessment scores from 380 ESL students who participated in yearly writing assessments during the 2014-2015 school year. The study employed Chi-square and Logistic regression analyses. Although, the results showed no significant relationship between successful online writing assessment scores and one-to-one membership, computer access outside of school, and computer use in school; results did show significant relationships between successful online writing assessment scores and Internet access at home, computer use outside of school, and grade level, respectively. Although this study provided some mixed results, providing students with experiences with technology will benefit students in their future educational and employment opportunities

Effects of Frost Heave on a Soil Nail Wall in Brunswick, Maine

Soil nail walls have been used as retaining structures worldwide since the early 1970s. The technology is particularly well suited for constructing walls in areas with limited overhead clearance and maneuvering room for heavy equipment, such as highway bridge underpasses. However, designers have been reluctant to experiment with soil nailing in areas with cold-weather climates and frost-susceptible soils, due to the lack of quantifiable data on the behavior of these walls when subjected to freezing conditions. The University of Maine collaborated with the Maine Department of Transportation (MDOT) in a research initiative on the first soil nail wall project in Maine, constructed along Route 1 as part of the Brunswick-Topsharn Bypass Project. Selected components of the wall were instrumented to determine what effects the freezing winter temperatures would have on the wall and surrounding soil. Instrumentation included strain gages, load cells, a total pressure cell, thermocouples, and survey points. Despite a transient peak tensile stress exceeding the desired factor of safety of three in one of the PIP- = nails during the coldest period of the study, analysis of the instrumentation data indicated that the wall was not significantly affected by freezing temperatures during the wall\u27s first post-construction winter season. The findings from this undertaking directly influenced MDOT\u27s planning process for a larger and more extensively monitored soil nail wall on Route 201 in Moscow, Maine, and contributed to the limited existing compendium of knowledge concerning the behavior of soil nail walls under cold weather conditions

Collecte et valorisation des travaux d'étudiants dans l'archive institutionnelle de l'EPFL, Infoscience

Infoscience est l’archive institutionnelle de l’École Polytechnique Fédérale de Lausanne (EPFL). Elle a pour but de réunir tout le patrimoine scientifique de l’EPFL. De nombreux types de documents la composent, et notamment depuis peu des travaux d’étudiants. Cette pratique tend à se répandre dans le monde universitaire. La Bibliothèque Centrale nous a donc mandatées pour faire un état des lieux de ce qui se fait dans d’autres universités, ainsi qu’une analyse des pratiques concernant les travaux d’étudiants au sein de l’EPFL. Ce travail a donc consisté en l’étude de répertoires existants, et des workflows qui y sont appliqués. Nous avons analysé 25 archives universitaires réparties dans 13 pays. Bien qu’étant des institutions similaires, ces universités traitent souvent leurs travaux d’étudiants de manière différente. Cela est dû en majeure partie à la qualité variable de ces travaux. L’étape suivante a été d’analyser les pratiques au sein des différentes sections de l’EPFL. Des entretiens ont été menés afin d’obtenir les informations nécessaires pour catégoriser et comparer ces pratiques. Bien qu’une certaine hétérogénéité ait été observée, les sections ont pu être regroupées en trois catégories distinctes. Une analyse critique a ensuite pu être menée en comparant les pratiques de l’EPFL avec ce que nous avions étudié dans les autres répertoires universitaires. Nous nous sommes également servies d’une petite étude que nous avons menée sur Infoscience, et la perception qu’en ont les utilisateurs – et les non-utilisateurs. Il en est ressorti que la plupart des sections n’utilisent pas Infoscience parce que cet outil ne répond par à leurs besoins en terme de travaux d’étudiants. Cette analyse a abouti à des recommandations et des axes d’amélioration, qui consiste notamment en l’introduction d’un système à paliers qui permettra aux sections d’améliorer leur conservation des travaux d’étudiants

Bowdoin Orient v.112, no.1-25 (1982-1983)

https://digitalcommons.bowdoin.edu/bowdoinorient-1980s/1003/thumbnail.jp

Psychological Sense Of Community And Retention: Rethinking The First-year Experience Of Students In Stem

This investigation looks at the relationship between a STEM learning community\u27s co-curricular activities and students\u27 perceived sense of community (SOC)to determine which activities most influence SOC and, in turn, retention. This investigation shows that SOC can be impacted by a multitude of factors found within the college environment. The most influential of these factors are open acceptance, student academic support services, and residential experiences. Most importantly there were significant differences for African American students participating in the STEM learning community on the measures of SOC, retention, and being on-track in mathematics. Additional data suggested higher levels of being on-track in mathematics for male students and differences in retention and being on-track for Hispanic students participating in a STEM learning community

Bowdoin Orient v.106, no.1-25 (1976-1977)

https://digitalcommons.bowdoin.edu/bowdoinorient-1970s/1007/thumbnail.jp

Bowdoin Orient v.100, no.1-27 (1970-1971)

https://digitalcommons.bowdoin.edu/bowdoinorient-1970s/1001/thumbnail.jp