Undated Letter from JoAnne Lapointe to Charlotte Michaud

Undated, handwritten letter from JoAnne Lapointe to Charlotte Michaud on Centre d\u27Héritage Franco-Américain letterhead.https://digitalcommons.usm.maine.edu/michaud-lapointe/1012/thumbnail.jp

10.01.1981 Letter from JoAnne Lapointe to Charlotte Michaud

October 1, 1981: Letter from JoAnne Lapointe to Charlotte Michaud.https://digitalcommons.usm.maine.edu/michaud-lapointe/1000/thumbnail.jp

Étude des annotations d’un enseignant à la suite de l’enseignement explicite des stratégies de résolution de problèmes mathématiques

Le Programme de formation de l’école québécoise situe l’élève au cœur de ses apprentissages. L’enseignant peut faciliter le développement des compétences en offrant une rétroaction permettant à l’élève de progresser dans ses apprentissages. Il est difficile pour les enseignants de faire des annotations pertinentes et efficaces en mathématique, car l’accent est mis sur le concept travaillé et non sur la démarche mathématique. C’est pourquoi, nous avons porté notre regard sur l’incidence que peut avoir l’enseignement explicite des stratégies ainsi que sur les annotations faites par l’enseignant sur les copies des élèves en ce qui a trait au développement de leurs compétences à résoudre des problèmes complexes en mathématique. Nous avons opté pour une recherche qualitative et collaborative pour vivre un échange avec l’enseignant et vivre une interinfluence entre le praticien et le chercheur. La qualité des sujets a été favorisée. La technique d’échantillonnage retenue pour le choix de l’enseignant a été celle de cas exemplaires, tandis que celle que nous avons choisie pour les élèves était l’échantillonnage intentionnel critérié. La recherche a duré du mois de novembre au mois de mai de l’année scolaire 2008-2009. Comme instruments de cueillette de données, nous avons opté pour des entrevues avec l’enseignant et des mini-entrevues avec les élèves à deux moments de la recherche. Nous avons consulté les travaux corrigés des élèves dans leur portfolio. Notre étude fait ressortir l’apport de l’enseignement stratégique de la démarche mathématique. Les résultats précisent que les annotations de type méthodologique ont été celles qui ont été les plus utilisées et ont permis une meilleure compréhension chez l’élève. De plus, elles favorisent le transfert d’une situation à l’autre et permettent à l’élève d’obtenir de meilleurs résultats.The Programme de formation de l’école québécoise (PFEQ) places the student in the center of his learning. The teacher can facilitate the development of the student’s skills by offering a feedback that allows the student to progress in his learning. It is difficult for the teacher’s to make relevant and effective annotations in math, because the emphasis is placed on the concept that was worked on and not on the mathematical process. This is the reason why we decided to concentrate our research on the incidence the teacher’s annotations can have on the development of the student’s mathematical skills. We opted for a qualitative and collaborative research to experiment an exchange with the teacher and live an inter influence between the practitioner and the researcher. The quality of the subjects was favoured. The teacher was chosen according to the sampling of exemplary case techniques and the students were chosen according to the intentional criteria sampling technique. The research lasted from november till may of the school year 2008-2009. Interviews with the teacher and mini interviews with the students at two moments of the research were used to collect data. We also consulted the corrected work placed in the pupil’s portfolios. Our study highlights the contribution of strategic teaching of the mathematical approach. The results specify that methodological annotation was mostly used and aims at a better understanding of the student. Furthermore, this type allows the transfer from a situation to another and allows the student to obtain better results

Motor Learning Guided Treatment for Acquired Apraxia of Speech: Factors That Influence Treatment Outcomes

Purpose: The purpose of this study was to examine factors that might influence the treatment effectiveness of motor learning guided (MLG) treatment approach for apraxia of speech (AOS). Specifically, this study examined the effects home practice and the stimuli selection on speech production. Method: This is a case study across two treatment cycles involving a 52 year-old male five months post left CVA (due to a carotid artery dissection). Each treatment cycle used three conditions of practice to investigate the influence of practice frequency on treatment outcomes. The personal relevance of stimuli within and across treatment conditions differed in the treatment cycles to investigate stimuli selection influence on treatment outcomes. Results: Changes in speech motor learning occurred in all conditions of practice only after therapy began. Phrases practiced in therapy and at home met criterion for mastery in fewer sessions than therapy only and untrained phrases. The content of the stimuli did not appear to have a direct influence on speech motor learning. Conclusion: This case study contributes to the growing evidence on the effectiveness of MLG treatment for acquired AOS. Future studies using an experimental design are needed to advance and strengthen the evidence for MLG

F.A.R.O.G. FORUM, Vol. 6 No. 4

https://digitalcommons.library.umaine.edu/francoamericain_forum/1065/thumbnail.jp

Forest Connectivity Regions of Canada Using Circuit Theory and Image Analysis

<div><p>Ecological processes are increasingly well understood over smaller areas, yet information regarding interconnections and the hierarchical nature of ecosystems remains less studied and understood. Information on connectivity over large areas with high resolution source information provides for both local detail and regional context. The emerging capacity to apply circuit theory to create maps of omnidirectional connectivity provides an opportunity for improved and quantitative depictions of forest connectivity, supporting the formation and testing of hypotheses about the density of animal movement, ecosystem structure, and related links to natural and anthropogenic forces. In this research, our goal was to delineate regions where connectivity regimes are similar across the boreal region of Canada using new quantitative analyses for characterizing connectivity over large areas (e.g., millions of hectares). Utilizing the Earth Observation for Sustainable Development of forests (EOSD) circa 2000 Landsat-derived land-cover map, we created and analyzed a national-scale map of omnidirectional forest connectivity at 25m resolution over 10000 tiles of 625 km² each, spanning the forested regions of Canada. Using image recognition software to detect corridors, pinch points, and barriers to movements at multiple spatial scales in each tile, we developed a simple measure of the structural complexity of connectivity patterns in omnidirectional connectivity maps. We then mapped the Circuitscape resistance distance measure and used it in conjunction with the complexity data to study connectivity characteristics in each forested ecozone. Ecozone boundaries masked substantial systematic patterns in connectivity characteristics that are uncovered using a new classification of connectivity patterns that revealed six clear groups of forest connectivity patterns found in Canada. The resulting maps allow exploration of omnidirectional forest connectivity patterns at full resolution while permitting quantitative analyses of connectivity over broad areas, informing modeling, planning and monitoring efforts.</p></div

Omnidirectional connectivity mosaic of forested Canada at a resolution of 25 meters per pixel.

<p>Omnidirectional connectivity mosaic of forested Canada at a resolution of 25 meters per pixel.</p

Processing and feature detection of a tile in the omnidirectional connectivity mosaic.

<p>(a) the original EOSD data for Exemplar 2 of the Boreal Shield East ecozone. (b) the resistance map where green is forest and tan is non-forest. (c) the omnidirectional current density map; (d) features detected by SURF, highlighted with red circles and sized to the feature’s size as identified by SURF.</p

Forest connectivity regions of Canada and their characteristics.

<p>(a) Canadian forest connectivity regions; (b) resistance distance and structural complexity data for all tiles of each forest connectivity region. Abbreviations of forest connectivity regions: HC = Highly Connected; CLO = Connected with Large Obstacles; LOM = Limited Omnidirectional Movement; RCM = Restricted Corridor Movement; HR = High Resistance; MC = Minimal Connectivity.</p