Review of \u3ci\u3eFor All We Have and Are: Regina and the Experience of the Great War\u3c/i\u3e by James M. Pitsula

The Great War touched many places in Canada, but James M. Pistula\u27s book is the first to examine closely its impact on a distinctly agrarian and western community. Regina, Saskatchewan, was, like many towns in the Canadian prairies after the turn of the century, dependent on agriculture, ethnically diverse, and led by an Anglophile majority that viewed the war as an ideological clash between the democratic British Empire and the despotic German autocracy. That way of thinking made the city of 30,000 a veritable battleground between Germantown, the alien immigrant district, and its English-speaking majority, who through assimilative social reform campaigns crusaded to make Regina a uniformly Anglicized city. The war changed the way Reginans identified with their countrymen, conceptualized their agrarian heritage, and set about improving their lives on the Canadian prairies

Sabotage, Security, and Border-Crossing Culture: The Detroit River during the First World War, 1914-1918

This paper examines sabotage, security, and the Detroit River region’s border-crossing culture during the First World War. It finds that deep social and economic transnational relations in the years prior to the war meant few Windsor residents demonstrated any concern that they might become the target of German Americans, or “enemy aliens”, based in Detroit. And while these people were blasted out of their naïveté in June 1915, when the surrounding community was rocked by an explosion at a nearby uniform factory, over time fears associated with the border and Detroit’s German population subsided at the local level. The result would be confrontation between Windsorites and the federal government, which in the years following the attack attempted to impose strict border-crossing regulations on a traditionally permeable section of the international boundary.Le présent article porte sur le sabotage, la sécurité et la culture du passage de la frontière dans la région de la rivière Détroit au cours de la Première Guerre mondiale. Il fait ressortir qu’à la lumière des profondes relations socioéconomiques transnationales existant au cours des années d’avant-guerre, peu de résidents de Windsor auraient pensé s’inquiéter d’être la cible potentielle d’Américains d’origine allemande - sujets d’un pays ennemi - établis à Detroit. Tirés subitement de leur naïveté en juin 1915 lors de l’explosion d’une fabrique d’uniformes, les habitants de Windsor se sont remis sans tarder de leurs craintes liées à la frontière et à la population allemande de Detroit. La confrontation les opposera plutôt au gouvernement fédéral qui, dans les années suivant l’attaque, cherche à imposer de strictes conditions de traversée dans une section jusqu’alors perméable de la frontière internationale

Review of \u3ci\u3eFor All We Have and Are: Regina and the Experience of the Great War\u3c/i\u3e by James M. Pitsula

The Great War touched many places in Canada, but James M. Pistula\u27s book is the first to examine closely its impact on a distinctly agrarian and western community. Regina, Saskatchewan, was, like many towns in the Canadian prairies after the turn of the century, dependent on agriculture, ethnically diverse, and led by an Anglophile majority that viewed the war as an ideological clash between the democratic British Empire and the despotic German autocracy. That way of thinking made the city of 30,000 a veritable battleground between Germantown, the alien immigrant district, and its English-speaking majority, who through assimilative social reform campaigns crusaded to make Regina a uniformly Anglicized city. The war changed the way Reginans identified with their countrymen, conceptualized their agrarian heritage, and set about improving their lives on the Canadian prairies

Outside Influences: Great War Experiences along the Canada-U.S. Border

This dissertation provides a history of three border regions along the Canada-U.S. international boundary during the First World War era (1914-1918), including Windsor, Ontario, and Detroit, Michigan; St. Stephen, New Brunswick, and Calais, Maine; and White Rock, British Columbia, and Blaine, Washington. It examines the development of cross-border economies and border-crossing cultures in these communities before this period and reveals how the war–and specifically U.S. neutrality–affected such transnational relationships. Furthermore, it investigates local reactions to wartime legislation designed to better monitor the cross-border movement of enemy aliens, undesirable immigrant groups, enlisted men, and, following the introduction of the Military Service Act in 1917, men of military age (18 to 45). The three case studies included in this dissertation reveal that attitudes toward the international boundary’s permeability varied widely across Canada. In communities where the war was preceded by several generations of intense cross-border economic and social relations, such as at Windsor and St. Stephen, the conflict failed to disrupt the continued growth of distinct border-crossing cultures. In fact, in many cases residents of these communities used various local channels to express their belief that the federal government should better accommodate transnational traditions when implementing legislation affecting travel across the international boundary. Furthermore, the language used to formulate these protests reveals that many residents of Windsor and St. Stephen believed that they resided in a distinctly international community. By contrast, the White Rock case study reveals that where settlement at the border did not pre-date the introduction of a centralized immigration apparatus, there were far fewer protests against changes to the boundary’s permeability. The White Rock and Blaine example also demonstrates that concerns about the movement of certain goods and people–including alcohol and undesirable racial groups–factored into local conceptions of the international boundary and an extranational neighbour. Together, these three case studies provide insight into how Canadians in border communities interpreted the war, nationalism, and the Canada-U.S. relationship

How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry.

This dissertation investigates how teachers expect students to represent mathematical work. The goal of the study is to identify routine ways that students communicate in mathematics classrooms and to determine whether mathematics teachers recognize these routines. The instructional setting of the study is US high school geometry. The study looks specifically at how students are expected to communicate when doing proofs. The study consists of two parts. The first part of the study examined video episodes of geometry classrooms to identify how students use different modes of communication when presenting and checking proofs in geometry classrooms. From the analysis of video episodes, I ground hypotheses of routine ways in which students use communication modalities; I call them semiotic norms. The second part of the study is an experiment that uses representations of geometry instruction to investigate the extent to which secondary teachers recognize specific semiotic norms that I call details and sequence. The details norm describes what students are expected to include in the written statements of a proof. The sequence norm describes the expected order of events contributing to the writing and reading of proofs that students present proofs to the class. The second part of the study used storyboards that represent episodes of geometry classrooms as probes for a multimedia questionnaire. Participants in the experiment viewed storyboards that represented teachers breaching or complying with the hypothesized norms. Seventy-three high school mathematics teachers from schools within a 60 mile radius of Midwestern University completed the questionnaires. The results of the experiment indicate that secondary mathematics teachers recognize that the details and sequence norms describe routine communication practices of the activity of doing proofs in geometry. The work reported here identifies communication practices that students use in geometry classrooms when doing proofs. By describing these practices, the research reported in this dissertation contributes subject-specific knowledge of what routinely happens in mathematics classrooms. Knowledge of the routine ways that students communicate is valuable because it provides a foundation for developing discipline-specific communication skills in mathematics classrooms. In turn these inform our understanding of literacy practices in the mathematics classroom.PhDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/111382/1/jkdimmel_1.pd

ANALYZING THE DIAGRAMMATIC REGISTER IN GEOMETRY TEXTBOOKS: TOWARD A SEMIOTIC ARCHITECTURE

Diagrams are key resources for students when reasoning in geometry. Over the course of the 20th century, diagrams in geometry textbooks have evolved from austere collections of strokes and letters to become diverse arrays of symbols, labels, and differently styled visual parts. Diagrams are thus multisemiotic texts that present meanings to students across a range of communication systems. We propose a scheme for analyzing how geometric diagrams function as resources for mathematical communication in terms of four semiotic systems: type, position, prominence, and attributes. The semiotic architecture we propose draws on research in systemic functional linguistics (Halliday, 2004; O’Halloran, 2005) and suggests a framework for analyzing how geometry diagrams function as mathematical texts.http://deepblue.lib.umich.edu/bitstream/2027.42/91288/1/DiagrammaticRegisterJKDPH.pdf-

Mathematics Education Communities: Crossing Virtual Boundaries

The growth of social media has yielded a range of virtual communities focused on issues related to education (Carpenter & Krutka, 2014; Hur & Brush, 2009). These communities, which operate across a range of different platforms, create an evolving landscape for users to navigate. Moreover, interactions within and across virtual communities has become a norm within society at large as well as within mathematics education. The Math Twitter Blog-o-Sphere (MTBoS), Mathematics Stack Exchange, specialized Facebook groups, and myNCTM are just a few examples of communities that are currently popular with mathematics teachers and educators in North America. Similarly, students of mathematics use virtual communities to make records of information that, in earlier times, would have been available through more informal channels. For example, solution clearinghouse sites (e.g., Chegg. com) allow students to request or post answers to problems sets and teacher-rating sites (e.g., RateMyProfessor.com) offer a platform where students can trade information about their instructors. With the ubiquity of internet-enabled devices, negotiating virtual communities has become a norm within mathematics teaching and learning. Consequently, educators, both new and old, who participate in these communities are encountering issues and ideas that they likely have limited experience with. This raises a number of questions for mathematics teacher educators seeking to help themselves, preservice teachers (PSTs), and current teachers understand these virtual communities. For example: How can the differences, similarities, and affordances of communities be highlighted? How can the boundaries that define and separate these communities be made clear? Within this chapter, we seek to address these and related questions by providing a framework for understanding these communities. We then use this framework to examine several communities currently popular within North America

Pulping with anthraquinone: fundamental chemistry

"September 1996.""Submitted to TAPPI Pulping Conference, Nashville, Tennessee, October 27-31, 1996.

What Does It Take to Be a Fox? New Horizons for Communities of Practice

In this theoretical research report we reflect on the challenges of becoming more fox-like in mathematics education work. Using a communities of practice motivating theoretical lens, we compare and discuss the differences in defining, creating, and accessing knowledge between virtual and scholarly communities of practice in mathematics education. We present four claims that virtual communities of practice in mathematics education are inherently foxy work. As part of our claims, we discuss how scholarly communities of practices are inherently hedgehog work. We conclude with a list of recommendations of those within the scholarly communities of practice in mathematics education. These recommendations include looking toward the successful fox-like attributes of the virtual communities in mathematics education