Doing Science within a Culture of Machismo and Marianismo

Women have been joining the ranks of professional scientists in increasing numbers although international statistics indicate that women‘s participation varies substantially in different regions. Variation in rates of participation can be explained in part by cultural contexts, and in Mexico, dominant cultural ideologies of machismo and marianismo prevail. To understand the impact, if any, of these ideologies on the lives of women scientists in their professional interactions, a case study was conducted at one research institute. The results indicate that the women scientists report different interactions with men and with other women, and interactions vary with the status of the interactant: whether a senior researcher or administrator, a colleague of similar status, a technician, or a student, and whether a man or a woman. The interactions are strongly influenced by gendered ideologies. The women see themselves as non-traditional, while working in a professional context that continues to expect them to behave traditionally

Effects of an attention demanding task on dynamic stability during treadmill walking

<p>Abstract</p> <p>Background</p> <p>People exhibit increased difficulty balancing when they perform secondary attention-distracting tasks while walking. However, a previous study by Grabiner and Troy (<it>J. Neuroengineering Rehabil</it>., 2005) found that young healthy subjects performing a concurrent Stroop task while walking on a motorized treadmill exhibited <it>decreased </it>step width variability. However, measures of variability do not directly quantify how a system responds to perturbations. This study re-analyzed data from Grabiner and Troy 2005 to determine if performing the concurrent Stroop task directly affected the dynamic stability of walking in these same subjects.</p> <p>Methods</p> <p>Thirteen healthy volunteers walked on a motorized treadmill at their self-selected constant speed for 10 minutes both while performing the Stroop test and during undisturbed walking. This Stroop test consisted of projecting images of the name of one color, printed in text of a different color, onto a wall and asking subjects to verbally identify the color of the text. Three-dimensional motions of a marker attached to the base of the neck (C5/T1) were recorded. Marker velocities were calculated over 3 equal intervals of 200 sec each in each direction. Mean variability was calculated for each time series as the average standard deviation across all strides. Both "local" and "orbital" dynamic stability were quantified for each time series using previously established methods. These measures directly quantify how quickly small perturbations grow or decay, either continuously in real time (local) or discretely from one cycle to the next (orbital). Differences between Stroop and Control trials were evaluated using a 2-factor repeated measures ANOVA.</p> <p>Results</p> <p>Mean variability of trunk movements was significantly reduced during the Stroop tests compared to normal walking. Conversely, local and orbital stability results were mixed: some measures showed slight increases, while others showed slight decreases. In many cases, different subjects responded differently to the Stroop test. While some of our comparisons reached statistical significance, many did not. In general, measures of variability and dynamic stability reflected different properties of walking dynamics, consistent with previous findings.</p> <p>Conclusion</p> <p>These findings demonstrate that the decreased movement variability associated with the Stroop task did <it>not </it>translate to greater dynamic stability.</p

2017 Research & Innovation Day Program

A one day showcase of applied research, social innovation, scholarship projects and activities.https://first.fanshawec.ca/cri_cripublications/1004/thumbnail.jp

A Proposal for Critical-Pragmatic Pedagogical Approaches to English for Research Publication Purposes

Despite the increasing demands on many multilingual scholars outside the centre(s) of scientific knowledge production to publish their research in international scholarly journals, the support for such academic writing for publication is uneven at best. Existing English for research publication purposes (ERPP) instruction typically aims to aid multilingual scholars in achieving genre-based expectations and/or navigating the submission and review process, but it often does not address the politics of English-language knowledge production. In this paper, informed by an empirical case study and a theory building perspective, we address the need for a sustained program of courses/workshops for multilingual scholars in the (semi-) periphery and propose a means of operationalizing a critical-pragmatic approach to such course/workshop content. Our empirically-driven model is informed by the results of a recent case study investigation into an intensive ERPP intervention designed to address multilingual Spanish-speaking L1 scholars’ challenges with writing research articles for publication in indexed (Web of Science) international scientific journals. Our model lays the groundwork for a more critical approach to ERPP pedagogy, one that attempts to attend more fully to the needs of multilingual scholars within an asymmetrical market of global knowledge production

A Proposal for Critical-Pragmatic Pedagogical Approaches to English for Research Publication Purposes

Despite the increasing demands on many multilingual scholars outside the centre(s) of scientific knowledge production to publish their research in international scholarly journals, the support for such academic writing for publication is uneven at best. Existing English for research publication purposes (ERPP) instruction typically aims to aid multilingual scholars in achieving genre-based expectations and/or navigating the submission and review process, but it often does not address the politics of English-language knowledge production. In this paper, informed by an empirical case study and a theory building perspective, we address the need for a sustained program of courses/workshops for multilingual scholars in the (semi-) periphery and propose a means of operationalizing a critical-pragmatic approach to such course/workshop content. Our empirically-driven model is informed by the results of a recent case study investigation into an intensive ERPP intervention designed to address multilingual Spanish-speaking L1 scholars’ challenges with writing research articles for publication in indexed (Web of Science) international scientific journals. Our model lays the groundwork for a more critical approach to ERPP pedagogy, one that attempts to attend more fully to the needs of multilingual scholars within an asymmetrical market of global knowledge production

Self-access Materials: Their Features and their Selection in Students’ Literacy Practices

Autonomous, self-directed language learning is the literacy practice that self-access centers aim to promote. Much of this activity occurs when students interact with the equipment and the materials available in the center. These resources, in many ways, become the core of the learning environment, and, therefore, it is critical to understand what learning is provided or afforded through them. In this study, we examine the literacy practices of students in a self-access center in Mexico, focusing on the materials. We combine description and analysis of materials, student observations, and interviews to identify the learning students perceive those resources afford and the criteria they employ to make decisions concerning their use of the materials. This investigation is accomplished through the theoretical perspective of New Literacy Studies, because it provides a unique and rich socio-cultural approach to language learning. As a result, we determined that affordances of the materials are constrained. We also identified five different criteria students use to choose materials, but despite their personal criterion, we found they often do not have a clear direction and purpose for their choices