Communication in same-gender friendship dyads

Thesis (M.A.)--University of Kansas, Communication Studies, 1986

Teaching English language learners in Alaska: a study of translanguaging choices

Thesis (Ph.D.) University of Alaska Fairbanks, 2018The number of English Language Learners continues to rise in U.S. schools. However, general classroom teachers are not equipped with English language acquisition methodologies and strategies to teach their increasingly diverse student populations. Because of the deficit views regarding bilingual students, and the monolingual ideologies present in today's public school system, these attitudes and perspectives impact teacher practices in the classroom. They negatively affect student language learning by neglecting to utilize the vast linguistic repertoires bilinguals bring with them to the classroom as resources. They also lead to the over-referral of English language learners for special education services and to teacher burn-out. Being drawn to the concept and utility of translanguaging, I conducted research on my own teaching practices as an English Language Learner Specialist in Alaska. From an autoethnographic stance, I focused on how I encouraged or discouraged translanguaging, what factors impacted my own attitudes and expectations towards translanguaging, and how those attitudes and expectations changed over the course of the action research. This occurred within the context of language moments and critical incidents with my students where I collected field notes, audio files, and reflexive journaling as data instruments. Using constructivist grounded theory for the analytic framework, I developed an informed awareness of my teaching, and how I can utilize translanguaging in the classroom to create meaning, invoke learning, and maximize communication. I found that I encouraged translanguaging with my students for 14 reasons/purposes. I categorized these reasons/purposes into three action-based categories: 1) Demonstrating Unity, 2) Working in Multiple Languages, and 3) Using Good Teaching Practices. The factors that impacted these practices included academic material and time constraint management, teacher/student language proficiencies, student dynamics, and school/classroom climate. Over the course of the study, my own attitudes and expectations towards translanguaging changed from an umbrella term for linguistic practices such as code-switching, code-mixing, and codemeshing to a strategic, purposeful, and intentional process along the language acquisition continuum. This change impacted how I use my languages in the classroom, and how I teach

Interview with Jim Crace

Jim Crace was born in Hertfordshire in 1946 and is the author of 11 novels. This interview took place on 10 July 2013. Before becoming a novelist, he worked as a freelance journalist, and wrote educational plays and a number of short stories between 1968 and 1986. He has won numerous awards and became a Fellow of the Royal Society of Literature in 1999. His success began when his first book, Continent (1986), won the Whitbread First Novel Award, the Guardian Fiction Prize and the David Higham Prize for Fiction. His most recent novel, Harvest, won him the James Tait Black Prize for fiction. Crace also won a Windham Campbell literature prize in 2014 for his career in fiction writing. Among British contemporary novelists, Jim Crace has made a space for himself which is uniquely his. It is known as ‘Craceland’, a term which describes his gift for setting his novels in mythically oriented landscapes. Crace is not holding a mirror to our real world but rather he is inventing his continent from the real world’s dark corners, worlds of his own making. These worlds are as simple as his description of them, but approaching them will uncover how they conceal universal moral issues of nowhere and everywhere. His fiction is a product of a man who knows the facts; Crace describes his fiction as dealing ‘with big issues, big moral issues, rather than smaller domestic issues’. His inventions ask readers to respond to crucial universal issues rather than simple facts. His interest in natural history is obvious in his fiction, as his interest in walking and travelling inspires him to invent mythical worlds and communities. In this interview, Crace highlights inventions as the core of his fiction, but indicates that he starts with landscapes which he considers the basis for his unlimited re-shaping of his inventions. His Craceland is rendered in a multitude of forms but with the same key words and contents. Indeed, elements of themes, tropes and means of exploring them (archetypes, ambiguity and universal big issues) are present effectively in almost all of his novels. The prototype Craceland can be found in his debut, which marks the starting point for approaching Crace’s first form of mythification, Craceland

Preparing Practitioners to Work With Deaf and Hard of Hearing Infants, Toddlers, and Their Families: Professional Competencies that Result in Positive Outcomes

Infants and toddlers who are deaf and hard of hearing (DHH) are unique in their physical and individual abilities and resources. Their diversity extends beyond hearing levels and involves physical, cognitive, social-emotional, and communicative attributes. Families with newly identified children have a wide range of backgrounds and experiences that influence how they respond to learning that their child is DHH and what they need from professionals in the first few days and months after their baby has been identified. While knowledge and skills generic to the field of early childhood special education provide a foundation for working with these children and their families, there are specialized areas of expertise that are beyond the scope of practice of generically prepared practitioners that are critical to the successful outcomes of infants and toddlers who are DHH. This article will address the areas of professional competencies that are meant to result in positive outcomes for young children who are DHH and their families and how this specialized expertise can be acquired

A Model-Based Design Tool for Systems-Level Spacecraft Design

It is standard practice to mathematically model and analyze the various subsystems that make up a spacecraft, to ensure that they will function correctly when built. However, the system-level behavior of the spacecraft is generally understood in much less rigorous terms. This leaves the spacecraft system far more vulnerable than the subsystems to unforeseen design errors which may not manifest themselves until the integration and test phase, when design changes are most expensive in terms of cost and schedule. In this paper, we present Spacecraft Design Workbench, an extensible graphical design tool built upon the Generic Modeling Environment (GME) tool infrastructure, and intended to allow spacecraft systems engineers to model and analyze proposed spacecraft system designs in a rigorous manner. The graphical models defined by our tool have an underlying formal behavior semantics rooted in the Communicating Sequential Processes process algebra, which permits these models to be analyzed using off-the-shelf tools. As a proof-of-concept, we provide a small example that illustrates the application of our tool to the specification of a simple scientific spacecraft

Traité de la teinture des tissus et de l'impression du calicot : comprenant les derniers perfectionnements...et l'emploi des couleurs d'aniline...

Índe

The Court of Lions in the Alhambra

Siglo XI

The Impact of Nursing Skill Competency on Patient Outcomes: A Quality Improvement Project

45 out of 50 facilities that implemented continued education saw improved patient outcomes. This presentation focuses on the importance of nurse participation in continued professional development programs because it is a shortcoming that we noticed in clinical practice.https://scholarworks.moreheadstate.edu/celebration_posters_2023/1010/thumbnail.jp