Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain

This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspectives. The main pedagogical strategy consisted of widening the quantity and quality of the material resources in the English classroom, precisely to draw a material link between the English classroom and the students' homes, communities, and the informal literacies they enacted in them. Through two cycles of inquiry, the CAR team put into practice two multimodal and artifactual workshops with a group of nine children from underprivileged, minority backgrounds. A variety of qualitative strategies were used (including classroom recordings, student interviews, and photographs) to confirm that the insights from new materialisms and new literacy studies had generated opportunities for meaningful English learning within a culturally sustaining pedagogy

Museum education, cultural sustainability, and English language teaching in Spain

The collaborative action research project presented analysed the potential of museum education to radically transform the way in which English was taught and learnt in three diverse elementary, middle, and high-school contexts in the province of València (Spain). Insights from museum education and New Literacy Studies were used to expand upon the pedagogical affordances of the material and multimodal dimensions of English language teaching, in order to generate more opportunities for student motivation and engagement by connecting with the learners' home and community cultures, identities, languages, and literacies. To assess the impact of the project, a variety of qualitative strategies were used (including classroom recordings, student interviews and questionnaires, and photographs). A model for culturally sustaining pedagogy was suggested, which school and museum educators may use to inform their practice

Use of life cycle assessment methodology in the analysis of ecological footprint assessment results to evaluate the environmental performance of universities

The assessment of the environmental performance of an organization is an essential part of the decision making process of an Environmental Management System. Having robust indicators enables a reliable assessment. The Ecological Footprint Assessment is used in different types of organizations, including universities. Its ability to clearly communicate over-consumption by using a land-base unit is an advantage when involving the university community in achieving better environmental performance. However, its lack of standardization makes it difficult to use as an indicator. It is believed that Life Cycle Assessment offers a framework with which to standardize the Ecological Footprint Assessment. In this paper, an Ecological Footprint Assessment considering Life Cycle Assessment methodology is developed as a case study for Universitat Politecnica de Valencia. Findings regarding the critical decisions of the methodology are compared with 23 Ecological Footprint Assessments of universities using a Life Cycle Assessment framework. Only 26% of the studies analyzed reference the Life Cycle Assessment methodology. Critical decisions such as defining a Functional Unit were relevant but not standardized, while the definition of the product system was the most standardized and homogeneous decision. The difficulty of gathering information when Environmental Management Systems are not available makes the Ecological Footprint Assessment a weak indicator. Nevertheless, results show that Life Cycle Assessment can guide an Ecological Footprint Assessment methodology where comparability and reliability is possible. (C) 2016 Elsevier Ltd. All rights reserved.Lo-Iacono-Ferreira, VG.; Torregrosa López, JI.; Capuz-Rizo, SF. (2016). Use of life cycle assessment methodology in the analysis of ecological footprint assessment results to evaluate the environmental performance of universities. Journal of Cleaner Production. 133:45-53. doi:10.1016/j.jclepro.2016.05.046S455313

Study of the doubly charmed tetraquark T+cc

Quantum chromodynamics, the theory of the strong force, describes interactions of coloured quarks and gluons and the formation of hadronic matter. Conventional hadronic matter consists of baryons and mesons made of three quarks and quark-antiquark pairs, respectively. Particles with an alternative quark content are known as exotic states. Here a study is reported of an exotic narrow state in the D0D0π+ mass spectrum just below the D*+D0 mass threshold produced in proton-proton collisions collected with the LHCb detector at the Large Hadron Collider. The state is consistent with the ground isoscalar T+cc tetraquark with a quark content of ccu⎯⎯⎯d⎯⎯⎯ and spin-parity quantum numbers JP = 1+. Study of the DD mass spectra disfavours interpretation of the resonance as the isovector state. The decay structure via intermediate off-shell D*+ mesons is consistent with the observed D0π+ mass distribution. To analyse the mass of the resonance and its coupling to the D*D system, a dedicated model is developed under the assumption of an isoscalar axial-vector T+cc state decaying to the D*D channel. Using this model, resonance parameters including the pole position, scattering length, effective range and compositeness are determined to reveal important information about the nature of the T+cc state. In addition, an unexpected dependence of the production rate on track multiplicity is observed