Would I lie to you?

The most appealing aspect of the Masters in Behavioural Science program for me, was the opportunity to undertake research that was relevant, impactful and could contribute to the evolving discipline of behavioural economics. I was fortunate to be working with a progressive financial services company who were willing to join me on this journey

Computational Fluid Dynamic Modeling and Analysis of Small Scale Horizontal Axis Wind Turbines

As the demand for wind power grows the technology used to research and further develop wind power must become more sophisticated. Experiments are expensive and require high end test facilities; a commonly used alternative to experimentation are computational fluid dynamic (CFD) models of wind turbines. For this project Star- CCM+ a CFD software was used to determine the power generated by small scale horizontal axis wind turbines. The Reynolds-Averaged Navier Stokes (RANS) equations were applied to the models in order to solve for the average flow. Though a variety of different types of simulations were used the focus was on a rigid body motion model a dynamic fluid body interaction (DFBI) model and an actuator disk model (ADM). These three simulations were then validated using experimental data published by the National Renewable Energy Lab and various computational studies. It was determined that the best model of the three was the actuator disk model because it most accurately depicted the wake generated by the turbine. However the values calculated for power generated by the turbines in both the actuator disk model and the rigid body motion model varied significantly from the studies that were used to validate them. The dynamic fluid body interaction model was not successful as the rotation could not be induced by the flow

A Critical-Comparative Analysis of Post-global English Language Education::The Cases of Korea and Japan

In Northeast Asia, as in many other regions, local administrations have interpreted English language acquisition as central to enhancing national competitiveness within the currently dominant neoliberal-financial paradigm. Against this background, this comparative analysis critically reviews the structural and ideological processes by which global English impacts the Japanese and Korean educational domains, employing the linguistic imperialism framework (Phillipson, 1992) as its principal theoretical lens. In doing so, this inquiry aims to respond to local calls (see Kubota, 1998) for comprehension of the sociocultural impact of global English within economically developed, neo-colonial contexts. As a comparative study, this report focuses on neighboring settings in an effort to draw attention to the friction between the obligation to learn English for local empowerment and the underlying inequities that are strengthened by ELT locally. Through close examination of the conditions presented by Japanese and Korean academics, it is determined that the sustained transmission of globalization discourse has been a primary impetus in communicating, from the state level to the public, the symbolic worth of ELL. The pluralistic representation of internationalization and Englishization acts not only as a mechanism for countering global tensions but as a tool for élite privilege fortification, sustaining circular socioeconomic inequity based on linguistic competence, thereby depriving learners of authentic agency when "electing" to participate in ELL. Samuell, C., & Smith, M. (2020). A critical-comparative analysis of post-global English language education: The cases of Korea and Japan. KOTESOL, 16(1), 55-74

A Constructivist-driven Examination of English use in Japanese Media

This pilot study sought to reveal identity-related conceptualizations of EFL use in Japanese media by employing a hermeneutic-constructivist process in which meaning emerged via the interdependence of researcher and subject. Specifically, the impetus of this small-scale qualitative inquiry was consideration of the potential negative impact of Japanese media on local ELL moti-vationseeking to answer how ELT practitioners perceive comedic English use in Japanese media , and hypothesize what, if any, effect it exerts on ELL engagement rates within Japan. Research findings indicate that the majority of participants view the normalized form of EFL presented by local media as sustaining adverse effects on local perceptions of Englishwith the co-medic usage of EFL thus recognized as potentially demotivating to local ELL participation. Nevertheless , researchers advise caution if attempting to develop the findings presented here beyond their original intention given the narrow scope of research subject populations

Interview with Heather Doherty

Heather Doherty talks about the Gap Trail and how it impacts the Environmental Center.https://digital.kenyon.edu/ps_interviews/1016/thumbnail.jp

Interview with Phil Samuell

Phil Samuell talks about the development of the Kokosing Gap Trailhttps://digital.kenyon.edu/ps_interviews/1015/thumbnail.jp

Discursos de professores de ciências sobre a Base Nacional Comum Curricular (BNCC) : estrutura e funcionamento em análise

Orientador: Prof. Dr. Leandro Siqueira PalchaDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Exatas, Programa de Pós-graduação em Educação em Ciências e em Matemática. Defesa : Curitiba, 11/05/2023Inclui referências: p. 103-105Área de concentração: Educação em Ciências e em MatemáticaResumo: Inúmeras discussões vêm sendo desencadeadas na contemporaneidade após a implementação da Base Nacional Comum Curricular (BNCC) e suas normativas decorrentes, fato que nos impele a problematizar como os professores de Ciências recebem esse documento e como os discursos deles repercutem as interpretações. Essa pesquisa foi realizada com um grupo de professores que lecionam o componente curricular Ciências nos anos finais Ensino Fundamental em uma cidade do interior do nordeste. O objetivo geral desta pesquisa reside em analisar os discursos de professores de Ciências após a implementação da BNCC, a fim de compreender as relações estabelecidas entre sua estrutura e seu funcionamento. Com essa intenção, utilizou-se de questionário e entrevistas para a formação do conjunto de pesquisa. Para compreender o objeto de estudo, utilizamos referências que discutem currículo, como: Sacristán (1998; 2000), Pacheco (2005), Silva (2005), Apple (2006) e Lopes e Macedo (2011); para fundamentar o Ensino de Ciências, Parâmetros Curriculares Nacionais (PCN) e BNCC: Brasil (1998; 2017), Sasseron (2018), Pinto (2019), Rodrigues e Morh (2021), Menezes, Ramos e Rodrigues (2022). Fundamentado no referencial teórico-metodológico e analítico, a pesquisa se guiará pelos pressupostos da Análise de Discurso (AD) Francesa, representada por Pêcheux (1995) e Orlandi (2002; 2005; 2012), visando analisar sentidos para a Educação em Ciências, por meio das leituras dos textos (discursos) produzidos. Os resultados deixam claro certa complacência ou adesão dos professores aos pressupostos e discursos apresentados no documento, o que nos remete a um silenciamento dos profissionais e uma indispensável mudança de postura, não necessariamente de rompimento, mas de um maior debate e discussão, uma vez entendida a Educação em Ciências como uma área do conhecimento que possibilita a transformação da realidade escolar e social.Abstract: Numerous discussions have been triggered in contemporary times after the implementation of the National Common Curriculum Base (BNCC) and its resulting regulations, a fact that drives us to question how science teachers perceive this document and the discourses that reflect their interpretations. This research was conducted with a group of teachers who teach the curricular component Science, in the final years of Elementary School, in a city in the interior of the Northeast. The general objective of this research is to analyze the discourses of Science teachers after the implementation of the BNCC, in order to understand the relationships established between its structure and functioning. With this intention, a questionnaire and interviews were used to form the research set. In order to understand the object of study, we used references that discuss curriculum: Sacristán (1998; 2000), Pacheco (2005), Silva (2005), Apple (2006), and Lopes and Macedo (2011); to ground Science Teaching, National Curriculum Parameters (PCN) and BNCC: Brasil (1998; 2017), Sasseron (2018), Pinto (2019), Rodrigues and Morh (2021), Menezes, Ramos and Rodrigues (2022). Based on the theoretical-methodological and analytical referential, the research will be guided by the assumptions of the French Discourse Analysis: Pêcheux (1995), Orlandi (2002; 2005; 2012), aiming to analyze meanings for Science Education, through the readings of the texts (discourses) produced. The results make clear a certain complacency or adherence to the assumptions and discourses presented in the document, which leads us to a silencing of professionals and an essential change of attitude, not necessarily of rupture, but rather a deeper debate and discussion, once understood in Science Education as an area of knowledge that enables the transformation of school and social reality