Language Ideologies in the Secondary School: Attitude and Identity in Bilingual Wales

This dissertation is a sociolinguistic study of the relationship between language ideologies and adolescents’ attitudes toward the Welsh language in secondary schools in Wales. The research, which took place in one Welsh-medium and one English-medium school in Cardiff, examined institutionalized language ideologies, adolescents’ language attitudes and motivations, and the role of educational language policy in fostering positive attitudes toward (and associations with) Welsh. Five complementary methods were employed: a language attitude and use questionnaire; a matched-guise test (Lambert et al., 1972); an Implicit Association Test (Greenwald et al., 1998); interviews with teachers, a headteacher, and members of Welsh-medium community institutions; and focus groups with pupils. Questionnaire and Implicit Association Test data indicate that pupils who attend the Welsh-medium school have significantly more positive attitudes toward Welsh than those who attend the English-medium school, even when controlling for first language, parental language, and home language factors. This suggests the type of educational institution attended plays a role not only in developing language proficiency, but in fostering attitudes as well. The data indicate that institutionalized language ideologies are both reflected in and contested by pupils at both schools. While attitudes toward Welsh are generally more positive at the Welsh-medium school than at the English-medium school, even amongst non-first-language Welsh speakers, there are indications of linguistic insecurity, precluding young people from speaking the language outside the classroom. Empirical data demonstrated low levels of both confidence and engagement with Welsh at the English-medium school. Levels of affiliation with Welshness were also significantly higher at the Welsh-medium school, indicating that many non-Welsh-speaking adolescents in Cardiff are adopting alternative national and ethnic identities. Recommendations for educational language policy reform are offered, with an emphasis on aligning policy measures with the particular motivations of young people

Dextral, normal, and sinistral faulting across the eastern California shear zone-Mina deflection transition, California-Nevada, USA

Strike-slip faults commonly include extensional and contractional bends and stepovers, whereas rotational stepovers are less common. The Volcanic Tableland, Black Mountain, and River Spring areas (California and Nevada, USA) (hereafter referred to as the VBR region) straddle the transition from the dominantly NW-striking dextral faults that define the northwestern part of the eastern California shear zone into a rotational stepover characterized by dominantly NE-striking sinistral faults that define the southwestern Mina deflection. New detailed geologic mapping, structural studies, and 40Ar/39Ar geochronology across the VBR region allow us to calculate Pliocene to Pleistocene fault slip rates and test predictions for the kinematics of fault slip transfer into this rotational stepover. In the VBR, Mesozoic basement is nonconformably overlain by a Miocene sequence of rhyolite, dacite, and andesite volcanic rocks that yield 40Ar/39Ar ages between 22.878 ± 0.051 Ma and 11.399 ± 0.041 Ma. Miocene rocks are unconformably overlain by an extensive sequence of Pliocene basalt and andesite lava flows and cinder cones that yield 40Ar/39Ar ages between 3.606 ± 0.060 Ma and 2.996 ± 0.027 Ma. The Pliocene sequence is, in turn, unconformably overlain by Quaternary tuffs and sedimentary rocks. This sequence of rocks is cut by NS- to NW-striking normal faults across the Volcanic Tableland that transition northward into NS-striking normal faults across the Black Mountain area and that, in turn, transition northward into NW-striking dextral and NE-striking sinistral faults in the River Spring area. A range of geologic markers were used to measure offset across the faults in the VBR, and combined with the age of the markers, yield minimum ~EW-extension rates of ~0.5 mm/yr across the Volcanic Tableland and Black Mountain regions, and minimum NW-dextral slip and NE-sinistral slip rates of ~0.7 and ~0.3 mm/yr, respectively, across the River Spring region. In the River Spring area, our preferred minimum dextral slip and sinistral slip rates are 0.8–0.9 mm/yr and 0.7–0.9 mm/yr, respectively. We propose three kinematic fault slip models, two irrotational and one rotational, whereby the VBR region transfers a portion of dextral Owens Valley fault slip northwestward into the Mina deflection. In irrotational model 1, Owens Valley fault slip is partitioned into two components, one northeastward onto the White Mountain fault zone and one northwestward into the Volcanic Tableland. Slip from the two zones is then transferred northward into the southwestern Mina deflection. In irrotational model 2, Owens Valley fault slip is partitioned into three components, with the third component partitioned west-northwest onto the Sierra Nevada frontal fault zone. In the rotational model, predicted sinistral slip rates across the southwestern Mina deflection are at least 115% greater than our observed minimum slip rates, implying our minimum observed rates underestimate true sinistral slip rates. A comparison of summed geologic fault slip rates, parallel to motion of the Sierra Nevada block relative to the central Great Basin, from the Sierra Nevada northeastward across the VBR region and into western Nevada are the same as geodetic rates, if our assumptions about the geologic slip rate across the dextral White Mountain fault zone is correct

Evaluation of a Flipped Classroom in Mechanics of Materials

Recent interest towards the implementation of flipped (or inverted) classroom models parallelsthe wide availability of technology and the shift from lecture-based teaching methods towardsstudent-centered teaching methods in undergraduate engineering education. The flippedclassroom involves two components, computer-based video instruction outside of the classroomand interactive learning activities inside the classroom. The intent is to create an active andengaging classroom experience that can be tailored to meet the needs of students possessing awide range of learning styles. This can potentially reduce attrition, improve knowledge retention,and enhance skill development in engineering.The goals of this study are to compare and contrast the effectiveness of a flipped classroom and atraditional lecture-based classroom in a first course in mechanics of materials. Two 5-weeksummer session courses in mechanics of materials were used to perform the study. The firstcourse was taught in a traditional lecture-based format where, during face-to-face meetings, newconcepts were introduced during the lecture, example problems were performed by the instructorand in groups by students; outside of class students solved problems as part of homeworkassignments. The second course was taught using a flipped classroom approach where face-to-face sessions were used for active learning techniques involving group discussions, problemsolving sessions, and demonstrations. Outside of class students were required to watchscreencast tutorials on YouTube and answer concept questions as well as complete additionalhomework problems.Assessment on the effectiveness of the flipped classroom is based on performance of pre andpost quiz scores, student survey feedback, and instructor observations. Students in the flippedclassroom (test group) performed better on pre quiz scores (mean of 0.12 versus 0.03) and postquiz scores (mean of 0.58 versus 0.38) as compared to the traditional classroom (control group).Quizzes were scored 0 or 1 without partial credit, where a score of 1 indicated a correctnumerical answer and correct units. Controlling for prior academic achievement and initiallevels of content-specific achievement, a multiple linear regression analysis shows that 8% of thevariability in post quiz scores may be attributed to the instructional delivery approach. Theresults indicate that there is evidence to suggest that participation in the flipped classroom resultsin better performance than participation in the traditional lecture-based classroom

The performance of lateral spread sites treated with prefabricated vertical drains : physical and numerical models

textDrainage methods for liquefaction remediation have been in use since the 1970's and have traditionally included stone columns, gravel drains, and more recently prefabricated vertical drains. The traditional drainage techniques such as stone columns and gravel drains rely upon a combination of drainage and densification to mitigate liquefaction and thus, the improvement observed as a result of these techniques cannot be ascribed solely to drainage. Therefore, uncertainty exists as to the effectiveness of pure drainage, and there is some hesitancy among engineers to use newer drainage methods such as prefabricated vertical drains, which rely primarily on drainage rather than the combination of drainage and densification. Additionally, the design methods for prefabricated vertical drains are based on the design methods developed for stone columns and gravel drains even though the primary mechanisms for remediation are not the same. The objectives of this research are to use physical and numerical models to assess the effectiveness of drainage as a liquefaction remediation technique and to identify the controlling behavioral mechanisms that most influence the performance of sites treated with prefabricated vertical drains. In the first part of this research, a suite of three large-scale dynamic centrifuge tests of untreated and drain-treated sloping soil profiles was performed. Acceleration, pore pressure, and deformation data was used to evaluate the effectiveness of drainage in reducing liquefaction-induced lateral deformations. The results showed that the drains reduced the generated peak excess pore pressures and expedited the dissipated of pore water pressures both during and after shaking. The influence of the drains on the excess pore pressure response was found to be sensitive to the characteristics of the input motion. The drainage resulted in a 30 to 60% reduction in the horizontal deformations and a 20 to 60% reduction in the vertical settlements. In the second part of this research, the data and insights gained from the centrifuge tests was used to develop numerical models that can be used to investigate the factors that most influence the performance of untreated and drain-treated lateral spread sites. Finite element modeling was performed using the OpenSees platform. Three types of numerical models were developed - 2D infinite slope unit cell models of the area of influence around a single drain, 3D infinite slope unit cell models of the area of influence around a single drain, and a full 2D plane strain model of the centrifuge tests that included both the untreated and drain-treated slopes as well as the centrifuge container. There was a fairly good match between the experimental and simulated excess pore pressures. The unit cell models predicted larger horizontal deformations than were observed in the centrifuge tests because of the infinite slope geometry. Issues were identified with the constitutive model used to represent the liquefiable sand. These issues included a coefficient of volumetric compressibility that was too low and a sensitivity to low level accelerations when the stress path is near the failure surface. In the final part of this research, the simulated and experimental data was used to examine the relationship between the generated excess pore water pressures and the resulting horizontal deformations. It was found that the deformations are directly influenced by both the excess pore pressures and the intensity of shaking. There is an excess pore pressure threshold above which deformations begin to become significant. The horizontal deformations correlate well to the integral of the average excess pore pressure ratio-time history above this threshold. They also correlate well to the Arias intensity and cumulative absolute velocity intensity measures.Civil, Architectural, and Environmental Engineerin

Gender and colonialism

115 leaves ; 29 cmIncludes abstract and appendices.Includes bibliographical references (leaves 93-105).This study examined seventy-two published case judgements involving Indigenous people being sentenced in criminal courts across Canada. The research analyses whether judges recognize the intersection of gender and colonialism in Indigenous women’s lived experiences. I found that judges do not sentence intersectionally and an intersectional analysis shows that the practices of law are colonial and gendered. Section 718.2(e) is used by judges to define Indigenous identity. Judges strip Indigenous people of the power to define Indigenous identity, constructing Indigenous identity through restrictive definitions that exclude many Indigenous people from the benefits of section 718.2(e). Additionally, judges overlooked how gender interacts with colonialism when sentencing Indigenous women. For instance, domestic violence was often a precursor to Indigenous women’s violence. Law treats gender and Library's copy signed by author colonialism as mutually exclusive categories of experience making it difficult for judges to recognize Indigenous women’s circumstances

Development of a Healthful Weight Management Nutrition Education Curriculum for Low-Income Adults

Food Talk: Better U (FTBU) is a healthful weight management curriculum developed by the University of Georgia\u27s Supplemental Nutrition Assistance Program Education (SNAP-Ed) team. FTBU addresses the high burden of obesity among low-income Georgians by focusing on healthful weight management practices. Topics include practicing portion control, tracking dietary intake, setting goals, limiting added sugar, making small healthful behavior shifts, and implementing problem-solving strategies. Lesson structure includes sharing sessions, didactic lessons, cooking demonstrations, and physical activity. FTBU is based on needs assessment results and rigorous evaluation and thereby aligns with requirements outlined in current SNAP-Ed guidance materials. Other Extension SNAP-Ed providers may benefit from understanding the FTBU development and evaluation processes

Recherche interinstitutionnelle en éducation fondée sur des données : valeurs consensuelles, principes et recommandations pour guider le partage éthique des données administratives relatives à l’enseignement médical à des fins de recherche au Canada

Background: Administrative data are generated when educating, licensing, and regulating future physicians, but these data are rarely used beyond their pre-specified purposes. The capacity necessary for sensitive and responsive oversight that supports the sharing of administrative medical education data across institutions for research purposes needs to be developed. Method: A pan-Canadian consensus-building project was undertaken to develop agreement on the goals, benefits, risks, values, and principles that should underpin inter-institutional data-driven medical education research in Canada. A survey of key literature, consultations with various stakeholders, and five successive knowledge synthesis workshops informed this project. Propositions were developed, driving subsequent discussions until collective agreement was distilled. Results: Consensus coalesced around six key principles: Establishing clear purposes, rationale, and methodology for inter-institutional data-driven research a priori; informed consent from data generators in education systems is non-negotiable; multi-institutional data sharing requires special governance; data governance should be guided by data sovereignty; data use should be guided by an identified set of shared values; and best practices in research data-management should be applied. Conclusion: We recommend establishing a representative governance body, engaging a trusted data facility, and adherence to extant data management policies when sharing administrative medical education data for research purposes in Canada.Contexte : Des données administratives sont générées dans le cadre de la formation des médecins, d’octroi de permis d’exercice et de réglementation des activités professionnelles, mais ces données sont rarement utilisées au-delà de leurs objectifs prédéfinis. Il convient de créer un système de supervision réactif et sensible aux risques pour permettre le partage de données relatives à l’enseignement médical entre établissements à des fins de recherche. Méthode : Une initiative pancanadienne de recherche de consensus a été réalisée pour parvenir à un accord sur les objectifs, les avantages, les risques, les valeurs et les principes qui devraient sous-tendre la recherche interinstitutionnelle sur l’enseignement médical à l’aide des données existantes. Ce projet s’est appuyé sur une analyse de la littérature scientifique, sur des consultations avec diverses parties prenantes et sur cinq ateliers successifs de synthèse des connaissances. Des discussions ont été menées sur la base de propositions formulées préalablement jusqu’à la cristallisation d’un accord collectif. Résultats : Un consensus s’est dégagé autour de six principes clés : la création a priori d’objectifs, d’une logique et d’une méthodologie clairs pour la recherche interinstitutionnelle fondée sur les données; l’obtention, sans exception, du consentement éclairé des personnes concernées par la collecte de données dans les systèmes d’éducation; la création d’un cadre de gouvernance visant spécifiquement le partage des données entre établissements; le respect, dans ce cadre, de la souveraineté des données; l’utilisation des données fondée sur un ensemble de valeurs partagées; et l’application des meilleures pratiques en matière de gestion des données de recherche

Differential transactivation of sphingosine-1-phosphate receptors modulates NGF-induced neurite extension

The process of neurite extension after activation of the TrkA tyrosine kinase receptor by nerve growth factor (NGF) involves complex signaling pathways. Stimulation of sphingosine kinase 1 (SphK1), the enzyme that phosphorylates sphingosine to form sphingosine-1-phosphate (S1P), is part of the functional TrkA signaling repertoire. In this paper, we report that in PC12 cells and dorsal root ganglion neurons, NGF translocates SphK1 to the plasma membrane and differentially activates the S1P receptors S1P1 and S1P2 in a SphK1-dependent manner, as determined with specific inhibitors and small interfering RNA targeted to SphK1. NGF-induced neurite extension was suppressed by down-regulation of S1P1 expression with antisense RNA. Conversely, when overexpressed in PC12 cells, transactivation of S1P1 by NGF markedly enhanced neurite extension and stimulation of the small GTPase Rac, important for the cytoskeletal changes required for neurite extension. Concomitantly, differentiation down-regulated expression of S1P2 whose activation would stimulate Rho and inhibit neurite extension. Thus, differential transactivation of S1P receptors by NGF regulates antagonistic signaling pathways that modulate neurite extension

Consumer understanding of terms used in imaging reports requested for low back pain: a cross-sectional survey

OBJECTIVES: To investigate (1) self-reported societal comprehension of common and usually non-serious terms found in lumbar spine imaging reports and (2) its relationship to perceived seriousness, likely persistence of low back pain (LBP), fear of movement, back beliefs and history and intensity of LBP. DESIGN: Cross-sectional online survey of the general public. SETTING: Five English-speaking countries: UK, USA, Canada, New Zealand and Australia. PARTICIPANTS: Adults (age >18 years) with or without a history of LBP recruited in April 2019 with quotas for country, age and gender. PRIMARY AND SECONDARY OUTCOME MEASURES: Self-reported understanding of 14 terms (annular fissure, disc bulge, disc degeneration, disc extrusion, disc height loss, disc protrusion, disc signal loss, facet joint degeneration, high intensity zone, mild canal stenosis, Modic changes, nerve root contact, spondylolisthesis and spondylosis) commonly found in lumbar spine imaging reports. For each term, we also elicited worry about its seriousness, and whether its presence would indicate pain persistence and prompt fear of movement. RESULTS: From 774 responses, we included 677 (87.5%) with complete and valid responses. 577 (85%) participants had a current or past history of LBP of whom 251 (44%) had received lumbar spine imaging. Self-reported understanding of all terms was poor. At best, 235 (35%) reported understanding the term ‘disc degeneration’, while only 71 (10.5%) reported understanding the term ‘Modic changes’. For all terms, a moderate to large proportion of participants (range 59%–71%), considered they indicated a serious back problem, that pain might persist (range 52%–71%) and they would be fearful of movement (range 42%–57%). CONCLUSION: Common and usually non-serious terms in lumbar spine imaging reports are poorly understood by the general population and may contribute to the burden of LBP. TRIAL REGISTRATION NUMBER: ACTRN12619000545167

Being a PhD student in the age of COVID-19: Reflections from the 2019 Faculty of Education cohort of the University of Ottawa

In March 2020, the University of Ottawa, like many other universities across Canada and the world, transitioned to online learning in response to the global COVID-19 pandemic. This shift resulted in confusion, anxiety, and uncertainty as students had to adjust their schedules, their study habits, and, for some, their living situation. Within the Faculty of Education, the 2019 PhD student cohort wondered how the shift to online learning would affect their work and their research. This paper outlines the experiences of 12 members of this cohort. By writing this paper, we hope to not only share our feelings with other scholars, but to validate the feelings of other students across Canada. Although this paper is intended for graduate students, we feel that the sentiments and experiences expressed here may also offer valuable insight for both University and College administration