[2020 Honorable Mention] Six Days to Leave Home: The Diasporic Experience of Japanese Americans to American Incarceration Camps

Using diaspora as a rhetorical framework, this paper analyses the cultural connection between American incarceration camps and the imprisonment of Japanese American citizens during World War II. The forced removal of Japanese American families from their homes to concentration camps emphasizes the negative ramifications of diaspora regarding [forced] cultural assimilation, as well as a loss of culture, language, family, and bodily autonomy.https://digitalcommons.csumb.edu/esa_submissions/1081/thumbnail.jp

The State of Inclusive Practices for English Learners in Georgia’s Elementary Schools: A Mixed Methods Study of the ESOL Push-in Model

One of the school restructuring efforts in English as a Second Language education has been inclusion, like the “push-in” model (Platt et al., 2003). In the push-in model, English Learners (ELs) remain in their core academic classes instead of being “pulled out” for language instruction by the English to Speakers of Other Languages (ESOL) teacher. In addition, ELs receive content area instruction from their General Education (Gen Ed) classroom teacher for reading, language arts, mathematics, science, or social studies in the push-in setting (Alston et al., 2014).While push-in and collaborative teaching models are widely implemented, these collaborations between and among key educational stakeholders remain largely under-theorized and under-researched for the EL population in particular (Arkoudis & Creese, 2006). Following an extensive literature review, it was found that no studies have been conducted in assessing the status and implementation of inclusive educational practices in Georgia’s ESOL push-in model. It, thus, signaled that the effectiveness of the push-in model has not been systematically examined. This research investigated the state of inclusive educational practices for ELs in Georgia’s elementary schools based on the perceptions of ESOL teachers, Gen Ed teachers, and administrators. Survey results from 167 respondents were triangulated with interview data from eight ESOL teachers and three Title III coordinators. The major finding of the study showed that while ESOL teachers and Title III district coordinators possessed educational knowledge and had participated in formal training prior to implementing the push-in model for ELs, Gen Ed teachers and administrators, on the contrary, had not participated in extensive formal training that adequately prepared them to address ELs’ needs in mainstream settings. The significance of the study’s findings was to identify the critical components related to the push-in model for ELs beyond the necessity of professional development as found in the literature. It is suggested that school districts need to spend substantial time and energy to lay a strong foundation in collaborative practices before committing to the push-in model. Otherwise, the push-in model only serves as a “feel-good” policy for policymakers and another initiative that does not contribute to the enhancement of student learning

Strength properties of cemented-pastebackil materials mixed with mining wastes

The use of cemented paste backfill is an increasingly important component of underground mining operations and is becoming a standard practice for use in many cut-and-fill mines around the world. Billions of tons of tailing wastes derived from mining remains as wastes forever. Utilizing cemented-paste backfill mixed with aggregate quarry waste can be used as a method of tailing disposal since the supply of aggregate quarry waste is quite abundant and its disposal has always been a problem. Studies with regards to the applicability of cemented-paste backfill materials mixed with mine wastes instead of sand or known as the cemented-paste tailing backfill (CPTB) are limited. This study determines the applicability of cemented-paste backfill materials mixed with aggregate quarry wastes locally known as banlik as ground support to concrete structures like footings or retaining walls. The mixture is called cemented-paste tailing backfill (CPTB) . Strength properties such as compressive strength, shear strength, and angle of friction was determined. The undrained shear strength and unconfined compressive strength at various curing time was determined using unconfined compressive test. Also, the stress-strain interface behavior between the cemented-paste backfill and concrete structure was investigated vi using direct shear test. Chemical composition was obtained using SEM/EDX analysis performed by DLSU-Physics Department. The prediction of stressstrain interface behavior of CTPB was formulated using modified hyperbolic model

Soil-structure interface behavior of cemented-paste backfill material mixed with mining waste

The use of mining wastes as a component of cemented paste backfill provides an environmentally acceptable method of waste disposal at a lesser cost as the method does not require tailing dams for storing the large volume of wastes. This study determines the applicability of cemented-paste backfill materials mixed with aggregate quarry wastes as ground support to concrete structures. Aggregate quarry waste with varying fine contents was used as a substitute for sand in cemented-paste backfill and the mixture was referred to as cemented-paste tailing backfill (CPTB). Its micro fabric structure was determined through SEM-EDX tests. Test results showed that CPTB with 20% and 40% fine contents has acceptable values of strength properties in terms of its unconfined compressive strength and interface friction angle. The unconfined compressive strength in relation to its curing period is in the range of 120 kPa to 150 kPa which can be described as having stiff consistency. The stress-strain interface behavior between CPTB and concrete structure was evaluated through a direct shear test using strain rates that simulate the rapid and slow rates of loading. In both conditions, the stress-strain behavior exhibits strain softening. The average interface friction angle is 38o which can be associated with its dense condition. The modified hyperbolic model was applied to evaluate the soil-structure interface behavior of CPTB. Hyperbolic parameters were formulated to predict the interface shear stress - shear strain behavior of the CPTB when in contact with concretes structure at any value of shear strain and normal effective stress. © 2018, Int. J. of GEOMATE

Matuod communications project

A research station cannot be fully utilized if it cannot be reached from long distances instantaneously at any time of day at any kind of weather condition. The DLSU-MBS has exactly that problem-having neither available landlines nor steady cellular phone signals. This problem effectively makes the place a remote area. This study will thus examine different ways to provide a communication link between DLSU-Taft and the MBS. In addition, this study will also determine the feasibility of providing each possible link, that is, the costs and practicability of setting each link up will be taken into consideration and will aid in the identification of which setup is best. Research will be done on numerous topics, including fiber optics, microwaves, satellite technology, and cellular radio, among others. A proto-type making use of the best setup will be done so as to provide, at the very least, voice communication and low data rate transfer (2.4 Kbps.)

Student monitoring system for the College of Computer Studies (SMS-CCS)

The College of Computer Studies (CCS) is said to be the best college in De La Salle University and also one of the outstanding computer colleges in the Philippines. It is true that the success of a college can be best indicated by the success of the students. To maintain an edge over other schools, it is about time that a monitoring system be used by the college administrators in order for them to have an overview of the student\u27s status and performance. And since faculty and programs are said to be factors that affect a student, information on these should be monitored as well. In this way, administrators will be able to make more informed decisions and plans. In this light, the development of an information system tailored to the college\u27s student monitoring needs is proposed. The system aims to support typical CCS administrators in decision making and planning by serving their information needs. Three main factors affecting the performance of the students are being considered in the system, namely: academics, faculty, and enrollment. Some of the information critical to student monitoring are the present failure rate of a course/faculty, average TGPA/CGPA of students and distribution of students. The proposed system will maintain faculty data and make use of the student and course data made available by the Information Services and Technology Center (ISTC). A number of recommendations are also stated for future reference by the college